GRANT AVAILABLE FRO$ Mid-Hudson Migrant

DOCUMENT RESUME

ED 248 096 RC 014 944

TITLE Construction/Communication-Eg Media: B5. CHOICE: I, Challenging Options in Career Education. ,,INSTITUTION Mid-Hudson Migrant Education Center, New Paltz, NY.; Putnam and Northern WestChester Counties Board of Cooperative Educational Services,-Yorktown Heights, N.Y.; Ulster County Board of Cooperative Educational Service' /ew SPONS AGENCY Employee.. and Training Administration (DOL), Washington, D.C. Office of Youth Programs.'; Office of Elementary ind Secondary Education (ED), Washington; DC. Migrant Education Programs. PUB DATE 83 GRANT 28-84-0023 NOTE 454p.; For relates documents, see RC 014 933-946. Best copy.imailable. To avoid repetition ofidentical') pages, ceparate teacher logs, student logs, pre/post tests, and activity folders have been merged to create a single document. AVAILABLE FRO$CHOICE, P. 0. Box 250, New Paltz, NY 12561 (Teacher Log, $5.00 plus shipping; Student Log, $2.50 plus shipping; Student Activities -- laminated folders--$30.00 plus shipping)'. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *Career Education; Cognitive Development; *Communications; *Construction Industry; Educational Games; Elementary Education; *Grade 4; Instructional Langukage-Arts; Learning Activities; Mass Media; Mathematics Skills; *Migrant Education; Occupational Clusters; *Occupational Information; Skill Development; Teaching Guides; Units of Study IDENTIFIERS *CHOICE (Career Education Curriculum) # ABSTRACT The documents aggregated here comprise the fourth grade unit of a career education curriculum for migrant students. The unit focuses on the tools.ind tasks of workers in 11 jobs in the construction, communication, and media occupational clusters: heavy equipment operator, architect, mason, carpenter, plumber, electrician, telephone line worker, announcer, photographer, journalist, and performer. The combined teacher and student logs contain job and role information for the unit. An introduction to each cluster and job contains vocabulary words and ideas for extending the lessons to the local community, plus instructions for conducting the lessons and space for notes. The teacbers' logs are intended to inform students about the 11 communications and construction jobs; the lessons inclade-activities and games that help students practice sequencing, estimating, vocabulary and word skills (synonyms, antonyms, and compound words), logic, fact fiarling, and spelling. The pre- and post-tests utilize pictures to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. The illustrated activity folders contain activities developed to increase students' self-awareness, job and role information, and decision making/goal attaining skills. (p) 410 CP%0 CHOICE; Challenging Options In Career Education

...4.

!Lai ILL DEPANTSTIOIIT OF SIIWATION B5 NATIONALINSTITUT' OF EDUCATION !DUCA 7 ION AL RI SWIRL-ISIritt 011MA I KA ckfarl IE-Rto The &sc.,' s sent...ishere. feldstdus *AI oes pe.t.ort011010/11104betit ve1 eIN1 '7001 the I,A 'WV n MI* I.CtInSr* !UV.. twee, mac* tr. wtsesnei reposktosuis(watts,

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-PERMISSION TO REPROOLIPETHIS I MATERIAL HAS BEEN GRANTEDBY tt119.

TO THE ceet/P/7TIC5NAL RESOURCES INFORMATION CENTER (ERIC) CHOICE curriculum materials were deVloped at Mid-HOdson Migrant Education Center and Jointly funded through Career Education _Incentive Act, MI* CETA, Title IV-C, and Chapter I, Section 14y in cooperation with Ulster Countx,BOCES, Putnam /Northern Westchester kOCES, and Mid- Hudson Migrant Education '.:eater, New Paltz, New York.

CHOICE materials are available at cost through O Auxiliary Campus Enterprises, care of CHOICE, P.O. Bax-250, New Paltz, New York 12561;

Training and consultant services asiallable. For information, contact:

Connie Gans, Pat Hoppe, Elisa Ross, or Margaret Taylor CHOICE (- P.O. Bcx 250 New Paltz, New York 12561

Telephone: 914157-2117

41,

....yr t - de CHOICE development began in '1979as a result of a study indicating that, whereas migrant chiqdren and middle class youthhad similar career aspirations in the early grades,the,career information'', . self avarenoss and decisionmaking skills available to migrant children in the later primaiyschool years were severely limited. Although tht development and overall design of thecurriculum was done with migrant youth in mini,use of the curriculum has been by migrant and non-migrant youth. Fundin for the development and production of the materials hascome flikm a variety of sources including CETA, the Career IncentiveAct, and Migrant Section 143. There would appear to bean over it need for the type of information CHOICE provideson the poet of both migrant and non- migrant youth. Therefore atpresent the intended audience would be all of,our school age youth (including highschool dropou'ts).

The CHOICE curriculum is built on the three strandsof career education:(1) self awareness,(2) job and. role information, and (3) decision-making/goal attaining and 'is designedon two levels. (The materials have been successfully used, however, inthe upper primary and lower secondary ina non-absolute fashion crossing over the indicated level boundaries.)

The first level, Basic CHOICE, is for students-in grades K 'through 6. Each unit, 131-87,includes: (1) pre- post-test, (2) a consumable student, log, (3) a teacher log, and, (4) a set ofa minimum of 20 activity folders. 4 The pre- post-tests for 81-34 are in picture format for the student with an accompanying teacher administration guidewhich indicates the exact wording for each gdestion. The tests. for 35- 87 are in a written foritat withan accompanying teacher administration glade which indicates directions and the exact wording for each question should the teachet decideto read the questionb to the students. Answer keys for atl tests arp,available and included with the basic set pf CHOICE materials.

The consumable student log and accompanying teacher log contain the Job and Role information for each unit. Each unit, -81-157, contains information from two of the U. Department of .Labor defined career clusters. Each lcg coverd at least five occupations of careers from each of the two clusters. The student log contains worksheets related to language arts sk111s. using career related information. Workei stories ifykr-414are found in the teacher logs anddesignedto be read....o the students. Worker stories\in 85-87 are contained in both the student and teacher logs. Tne teacher logs contain allthe student log pages in 'addition to the stories, for 131-134, and additional suggested activities and career related vocabulary, for35-87. All the teacher logs contain suggested answers to the student exercises, but it is emphasized that any logical studentanswer is to be acclpted.

The activity folders on each level are di4ided into threesets, one for' each of the career education strands:(1) self .awareness, (2) job and role information, and (3) decision-making/goal attaining. Each set of folders contains activities, stories, poems, and game-type activities all designed tohelp the student learn abou't career education and himself or herself.

The Advanced level-of CHOICE materials consists of three texts. Again the organizational anti developmental format was based on the three strands of career education and the 15 career clusters.

The first of the three texts is OCCUPATIONAL RESOURCES. This is the job and role information text. It contains 60 selections, four from each of the 15 career clusters, written in story, cartoon, interview, fact sheet, and poetry format. Each selection contains information on the tasks, skills, training and tools necessary to the career or occupation as well as the reading and mathematical requirements for the job. Selection of the careers covered was based on two factors. One, both entry level and advanced training level jobs were chosen within each. cluster. Two, -actual practicants of the job or occupation were interviewed as to their tasks, skills, training and tools. After the aelections were written these same people were asked to review thestories for accuracy. OCCUPATIONAL RESOURCES has been rewritten on both the third and fifth grade reading levels as well as in the original high school reading level. The. information and technical vocaoulary lies been maintained in the third and fifth grade reading levels but other parts of the stories, cartoonsAd "nterviews have been adapted to make reading easier.

The second test of the Advanced materials is CAREER NOTES.This volume contains the self awareness and derision- making /goal attaining information. It is designed to be used in individual sections depending on the need of the student. Again various formats halm been used, including poetry, zartoon, and game activities to provide interest for the stadents. The sections included in CAREER NOTES are described itthe Overview booklet. The third text of the Advanced materials is MISSION INFORMATION. MISSION INFORMATIOW is a manual designed to accompany work exploration and experience pr4.grams. There are three sections; they are designed to be used independently of .each other.The first is on interviewing a worker to obtain informationabout his/her job or career. The second is a .ashadowine guide to lead students through a worker shadow experience. The third sectionis a guide to a,workexperience program. Each section leads the 'student and teacher step by step through a discovery process. The student learns where and how to acquire information and how to organize his/her self knowledge and job knopledge in order to make effective decisions. All of the Advanced materials are presentlyavailable in Spanish as well as in English. TheBasic'materials are in the process of being prepared ill Spanish. The Spanish editions are ripTdirect translations of the English, rather we have-tried-to proIuce a parallel version which makes sense in\$panish.

2 Contents dpveloped at: MID-HUDSON MIGRANT 'EDUCATION CENTER

CHOICE 4. PO BOX 250 NEW PALTZ, NY 12501 (914) 257-2185

00. 1983

Work on this curriculum is performed persuant to,project f8-64-0023 with the United States Department of Education. Funds were obtained through Title IESEA Migrant Education Funds public law 95-561 section 143. The opinions expressed do not necessarily reflect the position or policy of the United States Department of Education and no official endorsement should be inferred. Construction/Communication & Media

Table of Contents

Teacher's Log (including reduced reproductions of students' pages)

Student Log

Pre Post Treatment Control -4

Student Activities

-3

1 85Teacher Orientation

The teachers' guide portion of the 85 Log consists The CHOICE Curriculum allows for flexibilityin in- of reduced students' pages with teacherinstructions to structionl Expand and diversify by: the left of each student page. On the first page of .each career unit there appeare4Oist.of ivabulary 1. allowing children to begin units by giving their words and suggestions for witdmang the unit.Answers experiences with the work unitor ciuster for, each activity are included on individualactivity ages. 2, initiating lectures on relevant topicsi

3. initiating field trips_when possible BEFORE EACH UNIT IS BEGUN, THE.INSTRUCTOR SHOULD READ THE TEACHERS' PAGE(S) FOR THAT UNIT. 4. initiating career learaing centers for clusters/ units

Generally, an attempt has been made to achievea 5. including other relevant reading materials fourth grade reading level with these materials. The Fry Readability Graph and the Bisic Skills Nord List 6. displaying real t aterials when possibl (Improving Instruction Through Measurement, LosAn- (and safe) geles, 1980) were employed to this end.1,NoweVer. due to the technical vocabulary dictated by content;some 7. employing stgdent(s)1 creativity in projects such words employed fall outsid, these limits.These words as posters, artwork, bulletin boards,'and creative are included in the vocabulary list at the beginning writing relevant to the career cluster /unit. of each career unit. Development of vocabulary prior to beginning unit instruction is imperative.

The instructor may use his/her discretion in adapting methodology to student population by: a

. 1. allowing student(s) to read the materials independently

2. using materials as a group reading activity

3. reading the materials to t*e student(s) k 4. taping the reading materils for the indepen- dent use of the student(s).

9 , I B5 TEACHERS' LOG

TABLE OF CONTENTS

B5 CONSTRUCTION . iro . 1 S IOU III It$ 85' COMMUNICATIONANDMEDIA S 55

INT ION . . 1 INTRODUCTION o 55

A R C H I T E C T . . . 6 . TELEPHONE LINEWORKER Slit 4 0 59 HEAVY EQUIPMENT OPERATOR 14 ANNOUNCER . . 65

MASON 4 0 4 0 4 ...... 212 1 PHOTOGRAPHER 19994 IIII 1 . 71

CARPENTER. .. . 29 s JOURNALIST . . . est sopa s . 76 04

PLUMBER . 4 0.4 36 449911 PERFORMER 1101101111911114 I . 81

ELECTRICI4N 4 . 43 REVIEW 0 911114914 till. 9 . . 86 . A REVIEW . . I . 11111191092 . 51 .PPENDIXA

PERFORMANCE OBJECTIVES

CURRICULUM CONTENT B6 Construction Introduc.ion Introduction to Construction

Vocabulary

.111brhirs ia the Comotreatioo college construction site* construct* experienced (worker) (M ester nark to build bridge's construction* Structure* seeds, houses, Indldiags nod . . vocational school *developed in'text/activitY snag otbearnkrouteres, Mss of the umbers work In *Mom. Extension Others mirk outdoors at amok . . Discussany construction going on in neigh- struatios'sites. .ftestroo- ,1"borhoodiccomunity. tlan sites are the gloves Where roods 2. Initiate construction bulletin board. or Mums, or bridges are bolsi built. 3. Visit a construction site. !hues of these uorters go t000pege to 4. Invite constructionyorker(s)to speak to studehts. ...leers shoot tavola: jobs. Celeorneszs their skii1O.in special eacetiannl schools

Page or by workbag with as experleoasal workerse tbs jab. Students read story co: instructor readsstory to students.

As you reed aed leers about the workers le Notes the Ctestruotion Cluster, ask yourself ifyou mold like to aloft at may of theme jobs.

1Ps

'11

Ws) 1.1 Pa36 2 \711stmst To construct means to build. Oben workers are con- Student identifies/classifies words according to directions. structinq a bonnie they are building a house.Look

at the list.of words below.Draw a circle around th, Notes verde that are things that can be constructed.

14.1* carry finish flash

bush

goose leave grew

Structure

Structure is another ward that means building. A house is a

MP structure. Abridge is a etructurs. A structure is something

that can be constructed or built. Look at the list at words

below. $ wards are mimes of structures. Others are not. Draw a_cirole around those sods that are mimes of structures.

hair shadow dream tr..) forest ribbon meadow log ,.miamagme.

2 14_ Page 3, 0 C501WWW0Ctir-,.

Student cr = = s words to spell various con- A construction site is a Siege where a ctrectuio is balmy built,Site struction sites, matches construction sitesto representative pictures. amass place.Construction means hu'lding. So, a exmotruction site le e place where building is going. oft.

Notes The words below are all mamma of The letters in the words are out of order. 'Change the order of thelettere in each word to spell the name of a coastrucrtioi mite.. Write the word on the line near elm* mixed up word.

. Sow, =etch each ward to the picture at the bottom t. thepage 'which shove thmt construction mite. Writs the member of each. word on the lima Neer each matching platers.

1. rapeatten' hcbcra1.4,4mr,ei 2. spithoal 7.taro:IL-wipearpeAragoadite

3. trocfayfroarr 1.crogrey crest

4. arts 9. %thoseAg,e/41...

Sh°12421 Atte/A02e

17 Page 4 The story below has many blank spare in it. Ins of the words in the

ward box belongs in each space. Finish the story by writing the words "con- Student uses the words "construct", "construction struct°, "structure ", or "coestruction mite" in the spaces. site" and "structure" in a modified cloze proce- dure activity. A * **0 * * * * A 4 *0*** **A *44 * * * construction site * etweire*********** construct structure aa ***** * * ' * Notes Danny wonted to (1) a Wilding. He wanted to neke the In with square

wooden blocks,Danny decided to use the hall floor as his(3)4520gelgLim440incleared the 4

Alt 2.4FA bymoving, the rug to one sift. Danny began to

tS) the building. The more blocks Danny used, the higher his 6 be-

cane. Danny wee proud that be was able to (2.)e,org... such a large building.

Soddenly, the front door opened! Our dog,

Lady, ran straight into Danny's tall t ) Slacks flew in all directions and Danny's i9lea2alsiturae littered

with wooden blocks. Sow, be would have to(10)ezpvitee" his build-

ing again. Danny decided to move thellnediskii&aasA,& a safer pace before building the next (12)

On a separite sheet of paper,write three sentonees, using one of the go. three words in the word box in each saetence. 4

1a Page 5 A Ho Use for Mr. Myers Student reads story or instructor reads story to studert(s).

Mr. Myers has bought some land and wishes to build a hare. e has .

agreed to.help us learn about the Construction Mork Cl!ster by "'barbs; Notes his experience with us.When Mr. Myers meets all of the workers who will

help build his boos, we will be meeting then also.. As Mr. Myers learns about their jobs, so will we.While Mr. Were' house is Poing built, we

1.1 will build our knowledge of the Construction Mork Cluster.

%, Let's begin!

l,of.r ' 4,V......

wit

20 21 a

BS Architect B-5 Architect

This architect is drawing building. She draws the baildiwg to scale, miaowing itm slam and ahepo. She studied st college ant;worked with other - angle experience* architects to learn her job. appliances graduated appointment materials architect*, potected blueprint* resiulations compass / schedule drafting table style.

*developed in text/activity

Extension

1., Students draw floor plan of 'classroom. 2. Display actual blueprints of school 3. Display architectural draWings 4. Arrange for a visit by an architect.

Page 6

Pictures may be discussed in conjunctionwith vocabulary development or labeled after the story is read. rim co, ..4 Notes

440 004

Wik2

r-1:Z

4p Pages 7-9 Mr. Myers and the Architect StUdent reads story or instructor reeds story to student(s). Mben Mt. Myers decided to build his

new home, he made an appointment with mmil1411ftt Notes gamic° Cahill. Janice is an architect Jori:ce in the town where Mt. s lives.

Janice went to college to learn the skills she waded to become a good ar- chUmet.Aftduishe graduated tech college: she moiked for an architect in the 11111011.01II00 city. She gained experience quickly and vowedtd a small town to open her owr offiFe.

Mr. myers and Janice talked for Sev-

eral-boats.They talked about the kind of &Awe Mt. Myers meted its aise,Abe number of rooms, the style, and the amount of money he wanted to spend. Jan-

ice showed Mr. Myers pictures and draw-

ings of houses.They talked about safety and fire zepalations, or rules, for

Souses in their town. MY the ties Mr. Myers left her office, Janice had a good

idea of what be was looking for in a home.

9 3Anifie worked the rest of the day drawing a model of Mr. Myers° new home. She worked at a drafting or drawing table with a bright light.The drafting table lied a top which slanted, no ice could workat whatever able we beet for her. She used drafting pencils to draw the house on drafting file.Shen the drawing ems completed, she placed it in a mecLine to make _a blueprint.The line" that she had drawn showed up as white

limes an the special alms 1001116r-

anice used many toolsto help her draw. Jimmies' helped her draw circles,

and miss used a ruler to make straight lines. She used specialsymboin to show'

doors, wimdows, plumbing, and appliances on her drawing.She checked her notes from the meeting with Mr. Myers as she worked. Shu looked at architects' books

for new ideas. She often used the tele-

phone to call Mr. Myers. as helped her make decisions about details of the blueprints. 8 2C

4 4 .10 s

After several weeks opt. work, Jamices blueprints were complete.She net again with Pir. alters to talk. about the finiabed plans. Mr. Meru was satisfied with the blueprints, 1110 they talked about boild-

ing materials, cowponies to build the house, and a schedule of when work would be dome.

Although the blueprints of Mr. Slurs' home were finished, alnico still hedsumuleirk to do. As the house was

beteg built, she visited the constructive

site nosy tines. She mode sure that the builders wore using the right materials, were following bar blueprints correctly,

and were working on schedule. She a 1-

ways wore a.hard hat and heavy boots at

the construction site. These protected her from falling objects.

Janice, like most architects, usually works on several buildings at one A time. While drawing blueprints for one house, she may be visiting three or four construction sitas Set many years of college have trained her for an

interesting career. 27 Page 10, Diawing to &ale The student converts scaled measurements to actual dimensions. When architects draw buildings, they draw then to scale. This means

Notes that they draw then smaller than the real building. Architects use a 'scale' like 1°1 inch mi 1 foot" when they are drawing M1 114111E9.. In this came, for

'every toot of length au the building, the architect wouldaerk.a line of one inch on the drafting piper. Architects aloe'', write the male they are using on their drawings so that others will know how to zeal them.

Bach of the bluepriate below has the scale the architect used written

near the top. Dee your ruler tomemaure each side of each building r1;AXMO,

Them use the scale to tell bow long each side of the real buiLling sillbe. Write the length of each side of the building an the linesear that aide. /aft. 1 inch m 5 fest

Building A

/O ft.

010ft.

yds.

28 Page lk The student makes scaleddrawing of Drawing toScale given dimensions. building with Pretend that you are an autablitent. Draw a mall building that isa rectamae.Drew the Notes to Bead e. Vee a male of 1 imokmo 2feet. Make the building12 feet .loug 10 feet wide.. and

.740-404110e611teatti'd.d'ege04,740 5 " X"

1111.44.

11 30 31 page 12 The student estimates lengthof given lines, Estimating measures each line. then Architects use mho*they know about building materialsand labor to estimat the `costat the buildings. Notes an eselmete im'aguess aloft hMw much the buildings will cost.the estivate is usually splitsclose to `the real cost of the building becausehe architect knows a lot aboutprices of materials and labor costs. Mouswerg the estimate is not the rea'coat. it can be less then nor' meater thanthe reaikot.

Look at the linesbelow. Satinets or gamma the lengthof each line.In the box near each write your eatimehe or guess of the lengthof that line.

Dow, measure each . line witha ruler. Agate the rail; length ofeach line in the circle besidethat line.

ler mrrrrri 111=111 33 t.

page 13 Sequence - student'nuebers statements to organlze the a in sequence. lout tbm sentences below is and to' tell..story about am architect and his client. Write the unescals 1-41on the limis.beside the sentences Notes to a the order they should be in,

I Drove vented to build a new bowel,so he nada an appointment with Janice Cahill.

iMt. Mrown and 'Janice chose a company to build thehouse.

5 amaze estimmetei the coat foreachof the hares.

...Unicedrewthree houses and made a set of blueprints foreach.

Mr. Brown and Janice talked about what kind of houseMt. Brown wanted.

7 Mr. prows chose the house he liked best.

3 Janice looked through books for ideas she coulduse for drawing Mr. Drown's house.

_Janice showed Mt. brown the three blueprints and theestimated

cost for each house. `14

13 Ic

BHeavy Equipment Operator B- -5Heavy Equipment Operator fP .44 tic Vocabulary area ditches backhoe equipment operator* basement' mechanic bulldozer stakes*

*developed 4.n text/activity

Extension

1. Visit machinery showroom. Arrange for ma hinery salrman to visit class.

3. Arrange for equ =slit operstor to visit class.

4. Ask students toring in toy/model construction equipme e14

1 Pictures may be discussed i. conjunction with vocabulary development, or leveled after th, story has been read.

Notes

t 8* 0 a i

Tho heavy equipment operator drives large machines that are used on construction mates. Me kmome how to operatemasuitifferentmachines.This heavy equipmeat operator is operating a road grader. 14 3,/

.3 Pages 15-17 Heavy EquipmentOperator

The student reads the story or the invtructor reads the story to the student(s). Mr. Myers Smarm to the construction

site. Me was earprimed to see that00W- Notes struction bed begun. Stakes, or pieces of weed, bed been drivels intothe ground.The stakes sorbed thecorners of the building area. Al Mavis,the heavy equipMeet operatorwas driving

a bulldozer. Me was pasliimg rocks and

dirt away from the buildingarea. The bole became deeper and deeper. Mocks

and dirt ware piled around the edgeof the pit.

Al knows how to operate, orrun

large machine*. or Entailment usedat construction often. Al also known how to

\keep his equipment running well. Re often fixes machines when they break down. Al knows how to use the equipment safely. so that no one gets hurt.

Al stopped the eachiee to take a A break. Mr. Myers asked bile about oper-

ating the different pieces of equipment.

15 38 39 "Sell," AI said 'as you can see,

I'm using the bulldozer to diga big hole. The baseiemt of your house will

:me a:AU in thin hole. I'll finish this today. Then I'll use a beckboe to dig the ditches for your drain pipes. Later, I say use other equipment to build your driveway."

'Isn't it difficult learning to use

the different machines?' asked Mr. Myers.

"litech piece of equipment is a little different," replied Al. 'I had to learn

.r---- the tricks of running each machine. Out, all construction =octanes are alike in 117-11kuomo,ways. That cuts down on the number of things I need to remember."

Mk. Myers asked Al how he became interested in operating heavy equipment. 6

'I grew up on a farm,' enplaned Al.

*I learned to run a tractor as a. boy.

lik learning to operate machines. In 6 40 high school I tookcommas at caring for amd fixing mmoblaaa. Iguana as a laboreron construction Sobs in the nom- Amer: Sogntimma I bulged macksaics fix the equipment. As I gained experience, t let me drive equipmant fromone mita to another-I took acme courses at night to morn.Icon, i vac able to operate any machineOD the con- ntroction sits."

Mr. Myers matched Al when bewent back to work. It mss interesting matching Al make the bulldozermock for bin.

Mr. Fivers left the site, knowingmuch more about the work goingon. Page 18 Compound Words

The student uses the rule provided to divide dm- Al was a heavy equipment mechanic before he learned to operate the .pound tibrds into syllables. big machines. A mechanic is .a worker who takes apart machines tofix them. Ms a word mechanic by taking apart the words listed beloW. each of the words is a compound word. Notes Compound words are made by putting two or more words together.Take apart each copommd word by drawinga line between the '.7100 smaller words in each compound word.

bullhozer sid4lalk brick oyer bathtub screOriver

bluein Int ariveltay stonehason bacoe stear-oiler

door/10Y aooristea f lel dkone pl itood

hgrimy roofolo bottoom bedroom St0,00Y

Mechanics also know how toilet thing. toget2 after they are fixed.

Put together compound words sally the two word lists below.Look at the first word in the left ma. rind a word is the right-band column

that will sake the irst word compoopd word. Write the new word on the line between the emus. The first word is written for you.

butter ba y mall

voter mother

finger 4 Leieottectul shelf book fly

grand foil

.18

reNOWO/M111=0 Page 19 Scramble Raab group of letters below spellsthesame at owe piece of heavy Thestudent unscrambles equipment names and ar eguipmeet. As you see, the lettere aremixed alp. ,ranges them in alphabetical order. Ulaareshle each group -af lettersto spell the Maim oe awe mealtime. Write the surds correctlyon the liege to the Oglid, of the wardgroups. Mee you hese spelled all of Notes the words, rewrite the words in alphabeticalorder an the limes anthe bottam the page,

cratrot ern= drew drollasub letadotedre_ clacianak Jtzelit,Ae.___ peed crukt 44410,12_,AdA___ tralenalero

* . 44440.e. .iezgdeete_,_

r .464reisrragiA_

.easi"4140101firribergies I I lootnahliVNAIV6W1 trAlertpt 110110WW:00516k 4I 19 -wan mar limos um is sem 44 Page20 Validity Mead each paragraph.Draw a line thcough the sestance which does eot The student reads selections and crosses out the belong in each paragraph. irrelevant sentence in each selection.

Al is a heavy eqpipment opera- . Oben Al ems about fourteen Notes tor. Is rums maohinea like bell- years old, be lammed to operate OWPNWPOMOOMNas,ARYIA100.2VONPS. the tractor on his father's 41=6 Alzeiehloomembso&h.sm.saddlem. Me Se used the tractor to pull a plc* known Marto make the 'whines work that prepared the groemd for plant for him. Al operates the asebines imgweseedailmomp-oWiieeham-iiiemee carefully, so that so one is hart. themlbsembow. Al also used the tractor to pull wagons loaded with bales of bay.Al learned a, lot about operetimg heavy equipmentom the farm.

Al bee a backhos of his own. Al works at mealy intermit ghee he is not mocking for a coo- construction site.. Memetimes he struction company, he uses his own runs the large machines to help backhoeto work for people seer his builda dam. Sometimes he rues tb bone. sApdeavem-imogrodegilield. bulidoser to clear land for houses Shen 'someone calls Al to work for Ah.siowarwAroima.ommobib.sik.ftliemapir. them, he loads the beckboe on.a OW=WWWwwWWmmamm4Ams. Al agar- large truck and drives to the place atom large cranes which lift steel where he will work.Me unloads the be or plates that are vied in hockboe and begins digging. Se may building tall atm:Mures or bridge dig a ditch for drain pipes, a base- Al also worts on highway construc- ment for a house, or a hole for a tion sites. se can use his skills swimming pool. Al mime entre money foi operating equipment in many di %.A by operating his owes machine in his forest places. apgre time.

IN 4 .4

B5 Mason B--5 Mason

The mason La.00natruoting a brink wall.She uses her trade to work on Vocabulary bows, buildings, dam, streets. and highways. apprentice* footings* cement journeyman* chisel mason* chute mortar* concrete plumb bob cured* shifting trowel

*ieveloped in text/activity

Extension

1. Locate examples of masonry within the school.

2. Invite a mason to talk with the class.

3. Use children's building bricks or blocks to demonstrate masons' work.

Page 21

Pictures may be discussed in conjunction with vocabulary development, or labeled after the story has been read.

CO, mia-1 Notes

Cw.") C=P 'CP

441 Pages 22-25 Mason

The stuavnt reads the storyor the instruct,-- reads the story to the student(s). Mk. Myers went beck to the construction site a few doge later. A truck wee stoppedseer the pit. A largedrun was Notes !maims slowly on the beck of thetruck. Mk. Strays knew thatthe tweakwas mixing concretein the big dram. :Me couldsee

wet concrete eliding free the trackinto achute. The comsate flowed dome the chute its wooden homes called forms.

Soon the fames were filled withwet can- amts.

A cement amen was wokhieg in the

bottom of the pit. She wee smoothing

the tap o: the wet (lacerate witha trowel. As she worked, she talkedwith Mr. Myers.

CMIE:111 . orm building the footingsfor your house.The concrete flow deem into the ground. below the frost line. This will

keep the house from shiftingas the earth freemen and thane. When this con- 22 a swmobl ..a.,5L. mote in dry, or cored,the weight of

Icor house will root.= thesefootimgs.

Nr. ngers learned thatthere are different kinds ofmesons. Comm &t me sons, like sea, work withoomorte.

They know Idiot nix of cammirotois right for each jab.nrinklayers work with bricks, comsat blocks, andtiles.

Stonemasons work with stonelike marble. slats, and fieldstone.Briehlayere and stonemasons use mortar to boldatom or brick together. bortaris a aixture IIII ME INN MIN I 1111. of cement, waiter, and sand. Won At 11111141111141111111111111101 dries, it holds theatoms or bricks in place. Metmasons know about all 111111111111111111111111111: throe kinds at masons'work.

Masons was many tools. They use chisels to cut stone,brick, or tile.

They tap the and ofthe chisel with a special hammer.A trowel is used to spread mortar and to smoothconcrete, masons use passe babe to makemare

23 walls are straight up sued down.They use CNIMIErt mixers to nix concrete and

smactar.

wane learn their jobs byhenom-

img apprentice memo*s."Apprentices are

workers Who are learning theirSkills. They makww harem for esperienced workers called jeeringly...a. The lour- moment were owe apprentices,too. ,4 0 When apprentices boomsgood at assame. work, they become journeymenand can teach new apprentices. Besides on- the -job training, apprenticesgo to classiness, Apprentice mesons learn blueprint reading, measuring,and caring for tools. Apprentices work far three years to become journeymenmesons.

Ann explained that she had worked as a =mann in many places. Abe had just finished workon as office building. Last year she smrkedon a dam.

24 53 $Y favorite job is working on bones,' Am emslaimed, X gut to use all of say skill,. f611 work as a ce-

- meet meson an the Mums footings and the sidewalk. I'll be a bricklayer when I use cement blocks to build the basement walls.I'll be a stonemason when I use fieldstone to build your fireplace. Ay work is wore interesting when I have different jobs to 40.

er. Ayers liked Ann's pride in her work. ne knew that Ann would work carefully. els house would be a better he because of Ann's work. page 26 e w Words An !Apprentice is a person who works for someone alas inorder to The student classifies statements according learn about that person's work. An apprentice begins by doing very aim- to content. plp teaks like getting tools, boldingpertain place, and carrying materials and emppliee.An appreatiowlgonn to claims* to learnsome !kills. Other skills are leagued on the job.AS as apprentice lemmamore, be Notes doea acre difficult.jobe. An appreeticemaywork three, four, or even five Tatra to tearn.,all of the skillshe needs to know.

When as apprentice finishes theprogram', be become a joureemman.A leurnlymen is an experienced worker withall the skill, be needs to do hie jab properly.Ace a journeyman, a worker will have apprenticesto work for bin and to learn from hie.

Read each sentence below. If the aenteece tells aboutan appreetle, write A* is the circle near that aesteace. if the sentence tells about journeymen, write ".111 in the circle."

L...... J 1...... ]

Mlle le learning to aortar.

. Sharon tea blueprint reading night.

nth carried the bags of concrete to the cement adser.

Sue learned blw to smooth concrete witha Jr trowel.

Ed held up theplumb bob and talked bow to one it. =JE 1E-1-12W= 56( Page 27 Syllables The student divides compound words into syllables. Memo see carnivals to divide bricks or atoms into smaller please. Tom are going to divide worda into smaller pieces called syllables. hll of the words written as the brick Well below are oompoeed words. Compound Notes words are made of two or more small words. To divide compound words into syllables, thaw a lime between the two small words.

hoolishalf

aboxitace

eyetm-ow foatiatep Il

sidiasik drivticay

fla+tona f

57 27 56 Page 28 Fantasy / Reality Seed each short story below. Tell whether eachstory is real or make- he student classifies reading selectionsas fact believe by serhimg Ulla correct circle beneatheach story. ,fantasy.

1. The mason smoothed the wet 4, Ad built a brick well a- Notes concrete with a trowel, then left round the yerd..1first. he placed to go home. Shea** saturated to the brinks aloft the top. AM %seat- the construatica mite, there were ed to neke sure the -ail was the footprints all ewer the sidewalk. right height. Men the top A row was finished, be added more rows of 410real bricks, until the well reached the 07! _/1,11 ground.

2. Ann threw the bricks in a Orval huge pile. Then be nixed the mord- Illmake- believe tar and poured it cm top of the pile of bricks.She wiggled her 5, Mrs. Miura mass icing like nose up and down. PreetolThe a meson uses mortar. She puts icing pile of bricks and mortar becamea between the layers of her cake to fireplace1 hold the layers together. A meson pots seater between the layers of 0 real bricks to bold the bricks together. make-believe 41/real 3. the mew& truck backedto neke-helleve the very edge of the largevhole. Q as the drum on the beck of the A. The meson used wet mortar truck turned slowly, concrete :thold the cinder blocks in place. flowed down the chute.When the was building the basement walla truck was empty, the driver drove of the house. Shen the wells were the truck away. finished, his pet dragon would puff on the wells to dry them.

A real Osaka-believe 0real make-believe

- ES Carpenter B--5 Carpenter

vocabulary, cabinetmaker electricity carpenter* exact circular furniture dangerous makeshift pctience

*developed in text/activity

Extension

1. Arrange for a carpenter to speak 1c the class.

2. Organize popsicle stick carpentry project.

3. Display carpenters' tools.

Page 29

Pictures may be discussed in conjunction with vocabulary development or labeled after the story has been read.

Notes

The carpenter is building a house. He has measured exactly as that the boards will fit squarely. Be has cut tbarbboards carefully so they are the exact length that he needs. 29 v.) 0 4 Paw; 30-32

I Carpenter The student reads thestory or the instructor reads the story to the student(s).

A few days later, Mr. Dyersreturned to the constracticm site.Several workers were standimg wear a makeshift table.

They ware reeding the blueprintsof Mr. ?I) ere bowie. Lumber was piled nearby.

*These workers most becarpenters, thought Mr. Myers. Is walked closer

and greeted the c rpenters.Mt. Myers listened as the carpenterstalked about their work.

Carpeeters work with wood and other

materials that are used like wood.They measure, cet, and join pieces of wood,

wallboard, and siding. They may use

nails, screws, or glue to jointhe pieces

There are three kinds of carpenterswork. Sough carpentry is buildingconcrete

forms, or laying the sheetingthat covers the floors, the roof, and theoutside A wells of the building.Finish carpentry is more difficult. Mere skill is needed to bang s, set in window frames. or 30 4 build stairs.Meet Oexpeeters are good at both rough and finish carpentry. Cchdasteekers are the met highly skilled carpeeters.Cabinetmakers used pelisses shwa building caghcards. cabinets, or furniture.

Carpenters learn their skills as apprentice carpenters. They begin by learning rough carpentry. Apprentices work am joaresynenos belpers.I'As ap- preetislesw skills improve, that learn to do tors difficult lick.Appremtice carpenters go to clauses to learn about bluepriats, construction arter- ials, and tools. It takes apprentices four years to become $wermayese carpenters.

Carpenters use many different tools. Some tools need electricity to work. Circular sews, power drills, and f, sanders are celled power tools. They are powered by electricity.Other tools, like bay mere and screwdrivers,

%my are 044144 hamd teal*. arid its 46* aot Powftlid by electric ity* both hand nod power toola cake be daswerroas to I.woCar Debtors loaftsoetoW*then sefeliNheApprentices.Mei1601-4 to oar* for their toot..

Seaseringis4 4kilith4t444P44t04"4 440 nveryI day.Theynee masmartng tapes. carpenter,'rules. and stool squaresto eneaote linesand angles*arpen Cters moment* carefullyso thatpieces ofwood al.11 fit*meetly44 eechpleee. This helps makethe building &tramcar and more p4sesingto look at.

surpr1sedthat car- Puntltoes do aiany differentjobs. aell.3/4' learnedwhy they are important workers. Pate 33 Syllables Carpenters use saws to cut lumber into smaller pieces. The student uses the rule providedto divide "vccv" words into syllables. We use rules to divide words into smaller pieces calledsyl- lables.

Notes vecW Rule

When a word has two consonants between two vowels, the word is divided between the two acesceants.

Park the letters in the words below.Write °V" on the lines aver the vowels.Write sie om the lines aver thecon- meant*.Drawa line to divide the words into syllables. ag v tree Lure rAirlcor Carjpejatar

ot at g tec correctlc r irr

ile coiage9 tof r c a ry

a gf/e r t Oi 1ct.

bo oL/'aaa ctOtr e eic ke co poem o r pl.O% bfqC 0 . hamer vier le A fit

Complete the rule: When a woad has tuoeepiria4edtw&e be- tuella itott vowels, divide batmen the lbsdAwadolig 33

ed 6I . . 'gage Nouns and Verbs

Bone words can be used as scans or as verbs'. In the The student uses context clues to identify given words as nouns or as verbs. sentence "X have five fingers on my hand,* the word *bond" in a noun. 'Nand" is the name of sonstblig. in the sew- teem "Please !NM me a pencil,' the word "hands is a womb: Notes It in an action word.

Need arab 'esteem below.It the underlined ward is a noun, write "Ss om the lime in front Of that sentsmce. If the underlined word is a verb, write "V' on the line.

..111- 1. The carpenter usedatilt°hold the picture frame together.

...-V.- 2. sd will glee the two pieces of wood together at the oceuers.

_AL 3.flaw/11 hammer the nail into the wall.

Ail_ 4. Sharon dropped the hammer on her toe.

-11._ 5. The carpenter carefully sharpened kits saw:

_AL 6. 'Cloward will saw the board into three pieces.

_11._7, The plumber =wagered the bend in the pipe.

....:-V- e. The electrician will bend the wires so they fit.

_11_ P.Abe used a screw to hold the switch plate.

V10. Brenda will acre= the hook into the wall.

_Al` 11. The carpenter will nail the two boards together. t

Ai_ 12. A nail held the picture in place.

1111114, 34 70 Page 35 Main' Idea Oa the line above each paragraph write the titlewhich beet fits that paragraph.The titles are listed at the bottom 1414, student reads selectionsand chooses the most of the page. apvloptiate txtles.

Notes Carpenters work to build struc- Carpenters use sway tools at tures trammed and other meteriale pork. They ma band sane andpow. that .r used like wood.kheymay er mews .to Cut wood and other ma- build houses, garages, stores, cic terials. Mummers are used to other structures. Sometimes they gonad eats into wooS and to pull work outdoors. -Other times their nailstramwood. A brace and bit work inside. or an electric drill is used to make boles in good.

4 Carpenters use many skills when they work. Whey measure care- Caspeetere can learn their fully and cat materials enactly. skills by going to a community col-- Carpenters-estimate the amount of lege. joining an apprenticepro- materials needed for snob job. gram, or by working for an experi- They read blueprints carefully,so enced carpenter.Community col- they Imam whet the architect mete. leges and appreetice programs of- Carpenters use their knowledge of fer ow-the-job training and clas- building materials to build sturdy, ses to teach *ills like blueprint beautiful buildings. reeding. Learning by working with an experienced carpenter offers only on-the-job training.

k' A Carpenters' Tools Training to be a Carpenter

Carpenters' Skills nla IsACarpenter? 35 72 71 85 Plumber B-5 Plumber 11Mbees matwith metal or plastic Ogee that Geary eater, eirtqwfalse. This plumber is ceammeting two pipes with as elbow fitting.Me welds the Vocabulary fitting is pleas witha teach.

air conditioner Plumber* connecting tee* elbow* thread* faucet waste installed weld plastic wrench

devbloped in text/activity

Extension

1. Tour school basement (if permissable) and inspect pluMbing. 2. Invite plumber to talk with students. 3. Display plastic plumbing fixtures that the students can,experiment with.

Page 36

Pictures may be discussed in conjunction with vocabulary development or labeled after the story has been read.

Notes

74 Pages.37-39 Plumber

The student reads the storyor the instructor reads the story to the student(s). Ome day when pa was at the oonstruc- 'tine mite, Notes Mt.Warnmet the plumber.)

110004 uorming, Mr. Myers," said Jake.

'Mow that the outside: ofyear house is built, I've acne to rough in the plumbing.

Jake explained that roughing ismeans installing the plumbing pipes that liebe-

neath wens and floor, ofa finished house:

A Pinot, Jake read the blueprints.The blueprints abound which rooms needed plumbing

and Who're the pipes 'dwell0'. Make in- , stalled the pipes that wouldcarry water to the kitchen and the bathroom. Than he installed the pipes that would drainmeats ester from the house.Jake connected the water heater in the basement to the pipes that would carry hot water to the Lancets.

After the inside well, and the floors ware built, Jake wouleame back to finish' 37 ripple

throad

the pluabilep. 8e woad install the sinks, the bathtub, eml the toilet.Jake mould elms mamma the mater pipesto the feu- Mt, and the drainsto the dada pipes.

Ply learn Unit skillsby sock-

imp with journeymen plumbersim *pleonastic.

program. 'berserk with differentplumb.. era to leave different kinds of plumblag

skills.apprentice pluebersgo to classes

to learn sheet blueprints, pluibingtools, and materials. They learn bow to join different kinds of pipe. it tame appreetices

five peers to became isursuPsusPlumbers.

Plumbers use many different tools.

Tbey use pipe wrenches to loomsapd to tighten pipes. Pipe cutters are used X0 cut plpes'tbet are too long.Plumbers nay use torches and seldimg equipment to join metal or plastic pipes.

AmmINIvailftlimmEnmw.m

Page 40 Syllables Plumbers use pipe cutters to out metal pipes into shorter pieces. use the rule belay to help you divide words into smeller pieces called The student use the rule provided to divide "vcv" syllables. Words into syllables. WV MulesWhen a single oomemumot: falls between two vowels, locket the vowel which comes before the consomme to tell whereto divide Notes the word. If the first vowel hes a lose sound. divide the word hotness the first vowel and the commomant. If the first vowel has a short sommile divide the word betwese the consonant and the wooed wool.

;rev ! c v tofkan p r a/o n

Nark the letters in each word below,Write *le an the lines aver the vowels and V° on the lines aver the consonants.Theo dray a line between the syllables in each word.

41.

CV Alt( wagon toin bayCb CV V IV WC, to eh; a n many neveril wr4. if r , 7, s, ,,.. pony belon V Vcr e ble.V V Cr c 1t'y lady finish C CY V minute m son paper 41( V Cr ember ar a/d a r river se ond

a wet. ke ete it aeven visit b have 40

7a SO Page 41 Two Meanings Some words have we thanonenaming. Tor instance, the word *foot'can meaa a part of the body, or a length of tweaks, inches. The student matcher plumbingwords to two meanings. The plumbing words listed in thecenter of your page all have two asanings. In the left-hand col ars the plumbing snored e. in the right-band column are the other meanings for the made. Draw Notes a lime Loom each word to the correct plumbing meaning in the left-hand colmia. Now draw a line from each word to the other emasimg in theright-band column. If you're not fours of a weaning, check a dictlinumlr.

aplumbingfixture tha has .faucets andnd a bowl o 1111( the opioaith of float

a pipe that ----. allow fittings to be a wooden peg used to hold screwed on like cape ilit : a golf ball

a rounded plumbing fixture that helps fistln:tring used in pipes go around corner 'laSf. .

Tf-shaped plumbing :;elimg:on:t can be pulled 11111 "io.s

a tool used to tighten the arm ;oust between the and loosen plumbioe writis and the shoulder fittings IN ffizead

sudden twist that can t.10.. used to cut pipe cutter' hurt your ankle L .. 1111 ,rrrirTr 41 82 81 Page 42 Scramble e the words below to spell things that plumbers use. Write each y spelled word on the line beside the scrambled word. The student unscralables plumbing words. Then draw a line from each word to the picture that showsthat word.

Notes

1. ippe

2. there

3. sacuft

4. chrewa

5. timer atheer

6. thahbot

7. knis

B. lobew

9. ete

On a separate sheet of paper write a sentence for each ofany five of the words you unscrambled.

42 8.i BS Electrician B--5 Electrician Vocabulary

-cable* fuse electrician* insulation* fixture located pliers

Extension ff

1. Invite an electrician to talk with students. fN 2. Organize simple_ circuitry projects.

Page 43

Pictures may be discussed in conjunction withvo- cabulary development or lab.eled after the story has been read.

Notes

An electrician installs the wiring that We'l carry electricity througha building.This electrician is putting fuses In the main electrical box which is located is the basement of Mr. biers' hofte1. 43 86 Pages 44-46 Electrician The student reads thestoror the instructor reads the otory to thestudent(s). Several days later,Mt. Myers met another vector atthe =matt-motion site. Notes See, the electricianwma rerablegin

the electrical wiring. Like the plumb-% Ors MVO had to installmost of the wiring before theinside walla and the floor ware put in.

0item, I workalong with the plumber,'-_w said. "Our work I-. alike

inipMaem ways.Me installs pipes to

carry %atm. x install wires toearrr electricity."

sue used the blueprintsto find vbera outlets, switches,and electrical

fixtures would be placedin the house.

SWO installed the meinelectrical boa in the basement. All of the electrical

switches, outlets, andfixtures woreeon- =acted to the main boxwith cable.

'This cable,' see k. explained "holds the wires that willcarry the electricity.

each wire is coveredwith plastic called 4' a 4 4

? 11. .,-- insulation.This immolation keeps the chipper wires from touching. The outside of the cable can be plasticor metal.Today, I'm using plastic coated maple.*

Eve will come book to the eon- etruction sits whoa the inside wells and the floors are timishe4. She will make the final electrical commections to switches and outlets. Ewewill also check all of the wiring to make sure that everything works.

"Sand elea!Ficians beginas ap prentices.," explained Save. "I went to a commenity college.I learned the

skill. X needed in school. I took

classes about raiding blueprints,work-

ing with electrical materials,and

using and caring for tools. Fart of our course work was wiring a house

that the college was building. I vent

to schOol for two years to becomean eaeptr..-ian. Some colleges have a one- year coarse.*

4 45 89 Electricians owe their own baud tools.. They keep tools like ecrewdriw,- arm, pliers, and wire_outters in a leather tool belt. This belt keeps * the tooleldftim rem*. ileatricAus use testing equipment to check the wiresthey ere working with,They often use tools like mews and drills to help Ann Mull cable.

Talking with Ewe made Mr. Myers feel goad about the electricity that

would flow through his haulm.Re knew that Eve was a careful worker who used her skills wisely.

46 90 p

Page 4? Syllables bleatriciana use wire cUitara to cut cable into shorterpieces. We use rules to divide weds into syllables. ' The student uses the rule providedto divide This rule will help you dividewords words ending-in "le" into syllables. that end with 'le°.

4 Notes

When a word ends with a consonant and nee, consonant and "le for the final syllable.

c a l b 1 e a pi1 e

D raw a line holvens the syllables ofthe words below. .1M

t a/b-1 t h nib1 e ar u bib 1 e 4

a 46 1 a a isip1 a p u rim 1 a

circle p clip 1e 4 o ulb 1 e

1 itit1 e c ouip1 a i gig 1c

rib1 a t ri/p1e c 4441 a bwnjdla 4 igig1 e c r al4 1e

n u9/6 1a t r ulb 1a b ubib1 a Page 48 Cause and Effect Sometimes sae action: makes monethimg else happen. The action is called The student identifies mnderlined portions of the cause. mist hyena' is called the effect.Lack st this sentence. sentences as being the cause or the effect. Shen Martha turned on the switch, the lamp lit up brightly.

Notes "Shen Martha turned on the switch* is the cease of the lappse lighting. *The leap lit up brightly* is the affect of Martha's terming an the switch.

Seed each sentence below. Tell whether the underlined of the urn- temce is the cause or the effect in that If lined pert is the cause, write *WI on the line is f of the seetence. If the underlined part is the effect, write he 'on the line.

1* Sae carries her tools in a leather belt so they are always close at hand.

2. vale cable parted them See squeezed the wire cutters.

-1E1 3. Secause the wires rubbed together the insulation wore of

4. Mve had to install new wires becamthe insulation wcwrepit.

5. Shen See pushed the lever an the electrical bon, electricity flowed through the wires.

6. After sheploped the radio into the cutlet, it worked well.

7. Eve went to college for two years to become en electrician.

O. Eve left her screwdrivers out in the rain and they rusted.

9. Eve had to clean the screwdrivers because they had rusted.

10. Sometimes Eve works late because she went* to finish a job. V A AgE. 11. Since there was no electricity in the houtoa, RVe used a brace and bit to drill the hole.

94_ mom NI=mmIN. es"

. Page 49 Words

See bow many smaller words you CAS make from the letters found in themord The student makes words using the letters in the electricians. idord "eleccrician' ELECTRICIANS act elects nest tact acts enter nice tar air enters rain tea n entire ran tear ant erect rat tears ants erects rats tee L arc ice real tern arctic in reel terns art inert reels tie arts insect rent ties at inset rents tile can insert rest tiles cane is rice tin car it scan tine cart lane -scant tines cast lanes scare trace clan late scat traces clans lean scene train clean leans scent trains cleans learn sect tree I crane learns slain tries cranes lease slice cries least snare ear leer star ears leers stain a. eat lice steal eats line steel X a eel lines steer eels near stint- elect nears stir electric neat strain

49 9b Pa5es 50-51 ,Construction Review 4 The student responds to true/falsestatements Finally, Mk. Myers sad his family,moved into their mew house. They en- joymd Using in ',house where by coloring in an illustration. inmates *ad fresh. They oftzn * talk's! about all of the . , rac who had made their hoof sucha nibs place to live. Notes

The ngers4timilymedeup this activityto quiz themselves about the workers. Mead the semtamcmo and followthe dlireetioas to completethe chart on the meet page. V If an architect prepares the plans for buildings, fillin the #14 spaces. If an architect thaws freemanpipes, fill in the f2*paces.

If an architect repairs equipmeat, fiiiin .f3 spaces.

If a carpenter ;builds 050(rs,fill in the spaces. If a carpenter reads blueprints,,f114 in tie 15 spaces. If a plumber usually works inan office, Mlle the #6 spaces. If a plumber fixes pipes,fill in the 17 spaces. If a plumber mixes concrete, fill in the spaces. If an electrician installs sinks, fill in the 119spaces. If a eavy equipment operator drabs blueprints,fill in the fie spaces. If an electrician insballe wiring;fill to the 411 spaces. If a maim Lands walla, fill in the #12'Paces. 11:0 f"r4 If a mason mixes concrete andmortal, fill in the 013 spaces. If a mason installs fit04eVit7151!ia'400f4t*altse Ay, 4 " If a heavy equipment operator drives a bulldozer, fill in the415.spages.

.00 a separate sheet ofpaper, write a. short paragraph aboalthakchart on the following page. mak. - 50 if 9s -# 1 r r r ty 1 o ti

Pages 52-54 Thirty (30)0 conarectimet words are bidden in the word pussle on page 53. See bow many 'words you can find before you 'look at the word list on page The stUdent identifies construction words in a 54. All of the hidden words are written in the peenlr froms left to right word search guzzle and organizes the words into and from top to bottom. Mix" word. are names of construction workers. worker/tool outline format. Tirenty-four words are construction tools and equipment.

The word "tee" appears twice within the NarE: After yoe have foaled all thirty words, use thOm to fill in the blanks be- a ward search puzzle.. low. Write the name of each amumbramtion worker an me of the broi' liaes. On the solid 1 ines beneath each worker' name, write the mouse of four % Notes toots that worker uses.Use only the wards you foend in the pussle.

1. Elraillidde 3. 5.

"4. Oa& .ildaeffe;fe._

-C222(taaele( ay 2. 42Ziraaatta jidieriffesPfdif. Arleta

A 414,o7o41-

p 5 2

a I 4 101 . Construction Wore Find 6

F P-1---P-E 6-4-41-4141, A B D B L D EP,RINTC N EPENC14.W-0-0-4 0 00NCRETET-E--E B RICK0C-11-4-44.4 SCREWDRIVER $ P

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53 102 Mg,

w 3noqw 4ildwitiwx4d Iowa olTawaw; 141420K maa; aq u0T4a0.24wwwo ;Iwlynx3 85 comMUnication Introduction Introduction tc Communication Vocabulary article magazine communication* media* Workers in.the Cemlnication and Media Closter work to daily newspaper move facts, thougadm, az ideas train one place to another. lecture performance TO mmunioate mans to sent facts, thoughts.or ideas to reporter 0011411041it else. In order ter you to communicate, ouesone else most receive, or get, thi facts, thoughts or ideas that you *developed in text/activity send. -

Extension a The easiest way to commicifte id to talk. me talk to people who are neer us. To talk to someone taraway, we use 1. Initiate cloass discussion of communication the telephone. Amcklem6my to casseunicate withsomeone who 2. Bulletin boardCommunication is tar sway is to write a letter. In letter/, .we use written words.to communicate our facts, thoughts, or feelings.

122r-55. hooks, newelimpers and eagasinee use written wwds and 40# pictures to e--- cute with many people.Another way to StUdentfi re ory or instructor reads story to commeleate tants, thoughts or ideas to a lot of people is students. a live performance.Plays, lectures, and circuses axe live performances. Notes Radio and television are other ways to - commie/al with many people.

The different things people use to communicate are called media. Rooks, magazines, moviesf redid), and television are all media.. We me the/0 media, andmany others in our daily communication with others.

.1%

55 10) 0

Page 56 Communicate Student identifies phrasesdealing with camarication

,.. To communicate is to send . facts, thoughts or feelings . to someone else. Notes People communicate wi:lbspoken words when they talk to others face . to face, over the telephoneor 1.1.1 13 .. movies, ter' nrision radio above.People communicate with written wozds by . itimg letters, stories,articlea,and* poems in books, magasinee and newspapers. ',Peters, labels. signs, and billboardsare ether ways of communicating ( with written wozds. et. . . \ . ...,.. Scemetimes peoplecommunicate without spoken f avi, or written world's. Pictures can communicatefacts, thoughts, or feelings. L Sirens and other alarms'mate with sound, butnot with words.*Gestures, or body movements,can be used to communicate feelings. 4. Mead the 4roups of wordsbelow. Draw a circle, around the groups of words that deocribe ways to communicate.

dusting thetelephone wasihing .your hands itiegon thecbwalkb closin4 a book

smiling at a tlin* calling Q;:hCe-ggibyour shon7dliiiiD baking a cake jumping rape

1111101. 56 AP' .. .0- -107 Page 57 Media Student identifies words that represent communication media.

Nckes Media is a word we use when we talk about the things with which people commmeicate. Television and radio are media that are !need to .nmiwunicate facto, thought*, and feelings. and magazines are also communication media.

Draw a circle around the words below which are kin is at commounicatian media.

cars ie'r=rrilo

corners 4r> P°C;Dall shoes

10 8 109 c.1

Page 5E! Mb - Z) Reporter Students read story or the instructor reads the story to student(s).

Notes

Marcia grant: wants a career in the Comounication and Media Cluster. To fled out more about jabs in the Communication and Media Cluster, Marcia gat a Job as Oireporter on her high school newnpgper. althodigh Marcia would not get rid, she felt the experience mould be good for her. J"

Marcla's first job was to do a weekly newspaper article about careers and workers. Geese which career cluster Marcia began first. That's right! Conimnication and Media.

As you read each of aurcials articles, ask yourself if thin is the type cf work you'd like to do.

1.10 BS Telephone Lineworker B-5Telephone Lineworker Vocabulary Telephone lineworkers work high in the air on telephome poles. They comeect the wires that carry, telephone communications. auger electrician lineworker* barge foreman pliers connect information screwdriver distance jack phone* utility bucket

*developed intext/activity

Extension

1. Contact telephonecompany to get information about job 'ascriptions,training programs, and requirements.

"2. Invite lineworker(or. other telephone 'employee) to talk with class.

I Page 59

PiCtures may be discussed in conjunction with vocabulary developmew. or labeled after the story has been read. Q:a)lar.;gi_o.erd

Notes

59 113 112 a Pages 60-61 Student reads story TELEPHONE or instructorreads storyto LINEWORKER student(s)-, HAVE,HIGHTIMES Oy Marais Krantz Notes

-Louis Gomez is a telephone I Louis loineworker. _Because of learned to be a workerslike Louist.people lineworker in a use can program training telephones to communicate run -by the telephone over company. He long distances. had takensome Inforeation is.. moved shop coursesin high school. telephone through Louis wires, no it's ale* had takencourses , importentthat the inoperatingheavy wires are at equipment in good repair. vocational school. These. To repair experienceshelpedhip telephone. lines. the learn Louis. climbstothetops of skills he neededto be a telephone lineworker. poles. "It's important' fora lineworker to feel . 'comfortable in places," high e explained 44mis. "Oftenlineworkers hands needboth to. workon wires.We wear' special belts which Hold us in placeon When the. poles. storms cause lines to break, lineworkers fix go out to them. Wesometimes work atop poles in high winds, rain, or sno." Louis also connects new houses to telephone lines. He works with a crewto set up poles which will holdthe lines. An auger, which works like a drill, makes a hole where the telephone pole will stand. A machine heavy places the pole in the hole. When the pole- is set, it Louis climbs to connect thewires. Sometimes he works in a utility bucket hooked back to the of the truck. The bucket lifts himfromthe the truck to topof the pole. Working in a utility bucketis a safer I. 4 way to work., Moo LIneworktsags 51) 60 I 11. 114 115 LINEWORKER

Louis uses many of the same the ground. Someone on the tools used by electricians ground hands tools and because, like electricians, materials to the worker onethr Louisworks with wires. He pole. Lineworkerswear herd useswire cutters to cut wires hats, steel-toed boots and andcables, Pliersare used heavy, gloves to protect to holdwires in place while themselves. connections aremade. Louis Lineworkers sometimeswork alsousescommontools like tin small places beneaththe screwdrivers and hammers. We ground' toconnect underground uses a jackphone, which can 4cables. Some crewswork .on be connected to any telephone barges, or flat boats, to work line, to communicate with his on underwatercables. When office. lineworkers areverygood at For safety's sake their jobs, they cant^come lineworkers usually work in foremen. Foremenhelp plan crews. One person works high jobs and ovetsee wdrk crews. in the air, the others work on

"Iwo

116 rage 62 Suffix "er" 4 The studentidentif4s, words having the "er" suffix. Lineworkers cemeect wires to help telephonecommunications. Me are going to connect word parts to commueloatewith words. The studentidentifies the root word and suffix -4` portions 6fwords. A monks is a syllable added to the modof a word to ihmage the meaning of the wocda,'114 muffin er, when added to the end Notes of a sped. means el person who or a thing that does something.*

work + er w worker nim a pore"' who works hold + er holder a thing that holds something else V

Leak at the words below.Dray a line around each word which mesas °a -parson who or "a thing that.

flavor

flatter finger

In thaw word 'worker,' *work" is the rootword and 'ex is the muffin. In each word below, drew a line under themat word and draw a circle around the suffix.

11T 1111011...11, Page 63 Adding Suffix The student uses the rules provided to add There are special ways to conmect words, justas thereare the "er" suffix to given root words. special ways to connect telephone wires. When we add a suffix to a word which ends withfinal e, we drop the a before adding the suffix. Notes 'announcii 4- er ansmeacer

Add the'Br' suffix to the words below.Write thenew words on the lines heride therootwords.

1111"11",5 assismayenzir, bakoinAr, "DI Ad4AdeVAgr.. bicycl# JuT91/41 iffeeCd outsid0 hSndli ,120041K/C, -A1841"1 writA giv xatedt,

When we add a suffix to a word that ends witha single vowel followed by a single comaosant,we repeat the consonant before adding the suffix

cut 4. er cutter

Add the 'er* suffix to the following words. Write thenew words on the lines beside the root words.

cut extdi. pet strip .4aterdryireitte----- VA d can aaaf2ifgdte----- gat ,4mrAgie, run _Audial2k_____ nap sit

119 63 1:4.M Pas.2220.1

The student reads selections andcroz4ses out the irrel- Logical Validity evant sentence in eachselection. Maud each paragraph. Draw a line throughthe sentence which does not belong iseach paragraph. Notes

Louie Comex isa telephone Louis works to install limemorker.Sin Job le to keep ow telephone poles andlines. An the telephone limesconmeoted auger is used to drillthe holes and in good repair.When a for the new poles. Shen the storm or an accidentbrooks pole is set into theground, telephone wires, Louieworks Louie climbs the pole with crew of mem to fin the to commect 11,. _-a the noes. Sometimes Louts lines. Lesie.L-espearaSeepr-bas uses a utility bucket whenhe eArmr-INWWeehees. Somatines works high on thepole. Louie mat work inbad weather OAIPIP imeLe.amnie-ike.aemodagoadee. to repair the telephonelines.

Louie was trainedby the Louis likes his jobnoet telephoee company.They taught of the ties. Se-ohes-bdihee-be him the skills beseeded to he owes -e64. Se enjoys working a lineworker. The telephone outdoors in good weather. Louie company chose Louie becausebe really doesn't nindthe bad had taken shopcourses in high weather too much.The hardest school. Louie had also taken part of Louie" jobis being some courses in electrlaity at called on in thenight, on vocational school.Seergeer. weekends, and holilliArior leaSe-heeb-e:heeenakieg.seesee. emergency repairs. The company knewthat Louis! would learn quicklybecause of the -curses he hadalready tI takes. Li* 64

121 B5 Announcer B-5Announcer

Vocabulary advertise broadcast Announcer* commercial requirements appearance disc jockey* script audience equipment sportscaster* booth event studio microphone

*developed in text/activity

Extension

1. Arrange a visit toa local radio or television station.

2. Videotape news program written and performed by the students.

3. Invite an announcer to speak with the class.

+age 65

Pictures may bc discussed in conjunction with vocabulary development or labeled after the story has been read.

Notes

446d -eZ-; This mammas is Galled a Mina jockey.Me playa records at radio statianIMMMK. Mt also reads commercials tarcampaaiaa that advertise on'MOMM. I I.

Pages 66 67' ANNOUNCERS By Marcia Krantz :Student reads the story or the instructor readsthe story to the student(s). 4 Radio and television announcers 'work in radio and Notes television studios. They use specialequipmentand skillsto communicate with theiraediehces. because of thedifferent taps that need to be done, there are differbnt kinds of announcers. Phil $ewton is adisc jockey at WORK radio station. He plays music for radio listeners. Phil decides which listeang to his show. Phil recordsor says thattaking breaks and tapes he can play in the movingstound kelp him to time hisshowis on the communicate' in a friendly air." between records or may. tapes. Phil He can do this when reads the someone commercials for else is Ovine the companies news or. tit* weather report: that advertiseon station WORN. Phil also "chats" Newscastersare with hisaudiencebetween announcers, musical pieces. who *broadcast the news He may talk reports. tohisaudience about They ,readnews the items from la-Apts. C 4icord hes played, the group or Sometimes newscasters 'mite singer who and performed the music. sometimes or 'scripts' ere. .written for about something interesting . them.' that's going on in. his Sportscastare , are community. 4 °.ar,nouncers wHo srearnewp Phil works in a sound-proof booth Itemr about .sportse'They that has lamp, their all the equipment he needs audiiinces informed, /about scores. to broadcast his show. He uses a turntable to play sports_ players. and what sportsevents are going on. records, a tape player to Sometimes playtape-recorded music and sportscasters work at a sportsevent. like a commercials. Phil talks baseball or a footnall game, into a microphone, to to describe what is broadcast t his voice over the happening. Sprrts fans can radio. Phil hah tosound then hear what is happening cheerful and interested, no mutter without beingat the sports how he feels inside. event. Part of his job is to keep his audience interested and "ate..ANNOUNCER vies 57)

4 66 mob fre 12-6 Announcers learn, their ANNOUNCER skills in public broadcasting schools. When /Announcers workat On-the-job trainingteaches television stations, they do themspecial requirements of thesame kinds of jobs that theirradio and television radio announcersdo. They stations. Most stations read news and" sports like to hire college reports, and tomiercials; graduates with courses or they talk with femme eaperience in public people, and .introduce speaking, drama. *pacts, or televisionshows. loweveri music. television announcers are Announcers. sometimes actually seen by their become famous in their audience. It is important towns. They are often asked that they dress nicely and to attendparties, dinners, havea good appearance. All or other public gatherings. announcers mustbe able to If you are a friendly person speakclearly, work within a who likes tocommunicate time frame, and stay calm no with . others, maybe matter whathappens in the announcing is a jobyou studio. would like.

127 Faye 6$ Prefixes "pre"and "re." Students identify words having the "pre"and "re" prefixes. Prefixes are syllable, that are added to the pleginsings of word* to changetheir1100ftinglia "Pre" isaprefix that means Students /trite meanings of words having "pre"' and wthotans 're" is aprefix that wawa again. "re" preffis. pre # heat preheatheatbefore using re tell "irstall tell again Notes Draw a line around each word below teach br a 'reor "pre" prefix.

ot) print (S;;;ZVII9 real press porsoa prince coat roar

leach of the words below is node flow a root word anda prefix.Underlies the roneword in arch word. ?ben write the seining or each word on the line beside it.The first word has been done for you.

preheat heat before Pregind re taga .1ArZg&lo rem CUMbOrdlpdMk1W-- PmMMP m!CaiL_AdV. tirarhSe rer

I 68 146 12a Page69 Prefixes "pre"and "re" Students use wordshavin4the "pre" and "re"prefixes to fill the blanks Write a word with the prefix'pre' or are an the blank in sentences. in eadh ecetence. The moaalege. written below theblank*, will give you a'cle to the correctword. Notes

1. The sodium* loved thevent record. leo the disc jockey it.

3. The n e w s c a s t e r didn't like hiescript, so b e al4i7wr it. g

3. Sharma will give the weatherreport at a time.

4. The disc jockey wail his guest after the meat commercial. age

S. Mr'. Carsonle Mat guest ielate, so be will the order of hie show. 1111P61111111ELTSIIMOD 6. The sportscaster finished his show jest as the baseball playerswan 7. The ammeoacer mode a mistake,so be the commercial.

O. Vetere the show the air, all of the commercials were

9. The film hall lost, quothe whole show badto be

14. Some at the portrayers couldnot be at the studio a% air so their parts were

69 130 131 Page 70 Classifying Announcer The Bantam.. below are about radio and television' Students classify statements asto the type of monomers. On the line in front of each sentence, identify announcer inferred by the statement. which announcer the sentence tells about. Write °Da.' if the matenc. talks about a disc Jackal!, *O. fornewscaster_ and °S° for sportscaster.If the seetemce could be talking Notes about all, kinds of announcers, write *21° on the line.

1. Phil plays records and taped music at a radio station.

2. Howard started the pregame show at Springfield Sports *nem.

_41k- 3. Cindy read the commercial for Springfield bank & Trust.

4. Fred stood beside the river and talked about the flood.

S. This worker uses a turntable.

Susan tries to speak clearly into the microphone. 4°

DJ7. between records, Dave talked about n4slic.

He talked with the high school basketball coach when the game was over.

0 g. Mamie did a special report on crime in Springfield.

Li10. His audience never knew that he had misread the script.

11. She wus hired when she finished broadcaating school.

12. Be checked his hair awmore time before going into the studio to talk to the Vice President. 0 HS photographer B-5 Photographer

This photographer is gettinivreedy to take pictures. Vocabulary Xis camera is fastened to a tripod, so the camera will not move attractive photographer* batsmen shots. chemicals products crop (cut) props develop scenery negative supermarket tripod*

.*developed in text/actity

Extension

1. Have students collect uhique advertising pictures.

2. Allow students to experiment with camera and props to make their own advertising pictures.

3. Use light sensitive paper for an art project dealing with "negatives".

4. Visit a photographer's studio or invite a photographer to visit the classroom.

Pass 71

Pictures may be discussed in conjunction with vocabulary development or labeled after the story has been read.

V 4 Notes ZS) --0444t6t- 71 . 134 135 Page 72, A PICTURE'SWORTH Student reads the story or the instructor reads story to the studentis). A THOUSAND WORDS fly Marais Krantz I metphotographer Miguel GajOis at the supermarket. No enjoy working with Notes advertising,' explained Mr. 01 he wasn't "doinghisweekly was Garcia. *It's really ~JP shopping. Re wooderful food toseea picture photograhing for a I've 4. special sale thesupermarket taken printed in a magazine. I feel very proud was planning. The pictures that would be in a mpecial section so many people will see the pictures I take. That's of the local newspaper. I why talked with Mr. Garcia when be I work so hard to do each picture the best I can.' finished taking pictures of Mr. Garcia owns several fish and seafood. cameras. "A lot of the work I do is Theyareused for photographingdifferent kinds for companies who want to of advertise their products.* "shots." Hesetsthe camera he's using on a tripod, imp' Jailed Miguel. They want or thei products photographed three-legged stand. The tripod well so people willwant to can be adjustedto whatever height buy them. I knowhow he needs. The to tripod items in attractive holds the camera, so it arrange doesn'tmove groups, how to use other items between shots. Hr. Garcia uses called "props" to make different kindsof film fordifferent picturesmore interesting, and jobs. how to uselight to make Mr. Garcia products look nicer.' is looking for a part-timehelper. If you've Mr. Garcia began work as ei had some photographer's He set high school art helper. classesand you are interested upsceneryand props, carried in photography, equipment, and moved lights see Mr. Garcia. Thiswould be good into ',coition. Re helped experiencebefore in the you go on develop pictures to college or photography photograher's darkroom. He school. learned how to use the chemicals, how to "crop" or cut pictures* to the correct size, and how to make photographs from negatives. After this experience, Mr. Garcia opened his own business. He photographed peopleand families. He once took all of the kids' pictures at our high school. His customers paid him for the pictures he took.

136. Page 73 Antonyms Student draw lines to match pairs of antonyms.

Notes Whoa photographers take picture;, they develop the film . t, from the camera to melee megatives.The negatives are a reveres, or opposite, picture of the ao et posed for the picture., For imetamcs, light mess om the are dark areas on the megative. Ilbrde with opiocits meassings are celled antonyms. Draw a Line ft each word on the Left to the amine,. for that wordin the right-bend coley.

together adult wide

gallivant child tier cool yours damp empty

floe full

gentle sink

huge straighten 1 depart dry b

Choose five words from the left band column.On a separate Sheet of paper write a sentence for emeh of the five words.Then write a sentence for each of the antonyms for the five words. 73 '4 13 139 Page 74 Synonyms St4dent drawa ring around those word pairs that are synonyms. filen the negatives have been develcged, photographersnee special paper and chemicals fat:Pinata *prints' trite thenegatives. Notes The prints leek lest like the model, Sonia at light aAkalOrk on the print are the ammo as the andel.

Wien two iimmis have the mime meenieg, theyare called alimmilims. Snapshot and photograph are arionyee. obey:em the mirme.

Draw a circle around the word pair. below thatare iynonyes.

hand-toot above-below ean-weeen

(04.7.:1°DilE) finger. theeh

baggage-luggage

book-aegasine Cnet-tly

Cgift-PielIa1 ear -hear cellar-attic (dam-foist

74 tit) 141 -44 Page 75

4.. Students reorder Sequence statements by numbering1--8.

Mr. Garcia was hired to-ashoot° Notes pictures of babies for:* baby food commercial. The story below tells aboutthat job. Put the sentences in order by writingthe ambers 1-8 to sbou what order the story should bein.

3 Mr. Garcia told the mother shareto pet the baby in the 'nursery."

Mr. Garcia arrived at the studio earlyto set up the scenery and props. Be made the studio look likea baby's nursery.

*afore starting the session,Sr. Garcia pat file in his camera and adjusted thelights.

Mr. Garcia's customer obeone of the pictures.

110 used two rolls of film takingpictures of the baby.

amen the prints were ready. Sr. Garciashowed them to Aim customer.

1111 Then he used special paper and obesicalsto sake the negative* into prints.

5 In his darkroom, Sr. Garcia used chemicalsto develop the film into negatives.

glow 7 5 143 4 SS Journalist B-5 Journalist

Vocabulary, article education predsure bustle government report computer interview situation crime journalist* social (events) deadline location typewriter

( *developed in text/activity

Extension

1. Have students collect newspaper items and classify them by topic (current events, social events, spoits, etc.).

2. Visit a local newspaper office or invite a journalist to visit the class.

3. Initiate a class newspaper project.

Page 77

Pictures may be discussed in conjunction with vocabulary development or labeled after the story has been read.

Notes

Journalists collect facts Ululate stories er articles for mewnpapeis, megazines, or televisice shows.This list is typing the script he will read on the Ogee mews for S.V. station MOM

14o Page 77 A NOSEFOR NE S Student reads storycr instructor reads stogy' to student(s). Or Mato$5Kellett* Journalists like Jill Greer Television journalists work to communicate the news. reportthe They work news on television to communicate news news programs. Theis work is Notes about their communities, their very much states, and like other the whole world. journalists' exceptthey Journalists try to report news use television cameras to film that is of interest to the news reports. They send people in their communities. television crews Ms. Greer into the is a reporter for community to film the Spridhfield special Sun. She eventsand happenings. They enjoys working ona daily work with strict time newspaper. "I really lifte ,he deadlines, too. bustleof a daily newspaper," Journalists use notepads. Ms. Greer explained. "I like pencils, the And tape recordersto fast paceof getting thb gather information. facts, Some also writing the story, and q' usecameras seeing to take pictures it in printthe next of news events. day. They use I like the excitement of their awncarsto workingwithin get from deadlines. It location to location. makesmedothings well the Journalists first use typewriters to time. If I don't get it * typetheir stories or right the first time, there's scripts. Some journalists usecomputers ndtime toget my story into to store imformation. the paper. l" work well when . Most journalism careers there's lots of pressure." require a Journalists college education. write stories Awidevariety of experiences about things happening in is helpful. their Typing is a skill communities. They write needed by all journalists. about government, education, If you like to communicate crime, soeial events, , and by writing, anything that a career in would interest journalism might be for their readers. They meet many you. differentv kinds of people in different kinds of situations.. Journalistsmust like dealing, with people, because that's' where a lot of news starts. ". Journalistsmay talkwith or interviewmanypeople to get facts fox their stories.

s 146 14i ?age 78, Proofreading ,Student reads and prcofreads selection. Notes Proofrsedimg is a lob that all journalistsdo at me time or another.i Proofreading is reeding to find mistakesin spelling. pencaretion, or capitalisation. Some jourmalists proofread their clue arterial. Others hese sommome else proofread for thee.

Proofread the followdmg article. Drew a circle around each mistake you find. Om a 'separate sheet of paper, rewrite thestory, correcting themistake*.

F SliameastivalNog* Success byKarol&&rants

Pt is estimated that ten thousand le came to the Lilac Festival is Springfield Worklastamodey. timing ens perfect The lilacs were in full bloom, Perpleaink and white lilacs were seen all over the park.Ihe beautiful spring whether added to the enjoyment?

(the highlight of theday was the crowning of the Springfield ()ilea Queen and hercourt,Miss Jane Freese*, a 16 year old

high school student, mus named Illactflpeenfor 166) She 1...op4 be present at all city events throughout 1913.

148 111...0M10. 119 pale 79 Headlines Student matches "headlines" to popular fairy tale and nursery rhyme titles. Maas at sampaper articles are called badlinea. Maadlimaa are written to aammintsata tie main idea at the stacy is as taw Notes ,rands as posstiblawMaudlin's are watt= to got the wasdar $ attsittlas. Os tar lira WWI" at limns gawps la a list of ImmatliWomp. Wham headlines are Inttimai Our popular samaalt ablraaa and tidal Was. Mot a line ftwa malla stoma. Ma WIT tale aor mosmisq, stigma in the sight tuna column "Odd' MIL amine dommaxibmu.

Slipper Fits Pater Vin Mater

Lamb Gets Edema End Little Sala

Poison Apple Fells Princes u.

e Puppet Becomes Real So Miss Mattet

Witch Falls in Oven alo

Dorothy Returns From R aunsaL ataital .erilart

%. Girl Friehtend by Spide Whits mad the Seven Dwarfs

low. Wife Locked in Pumpkin Maard at Os I 79 15t) 151 Fact/Fantasy

Joareallata prepoot the Smote aboutIdiot is going as to tbeir eanweitles, Soot reportersde not write !taloa.or wokelUlve atones.

Read amok story below. Thomton lostheir thestory is real or waltenbelfaos by woritieg tawoaua.ot airing' beneath the story.

limilmorry =dean of Woo last Ile mortar left box office Sow ommolos leamorl the *Amorto at nom, boplteg to ant bomb flood. Ifto mar romps ateedily. .:, berme going tobitnest woolgar tondo, aut Fonts of the rimer wnt. Oa bar eeltothe dinar, boobs. Ilhe =AV meter Mamma obiwaswimps' bythree elves. fate lfto boalweas dome AWE wanted bar to lariat a report Sprlagflado, flooding may 'axon's. Hof gold biddies la weberswivel property worth ailllaaa of dollara. =al Owebe.beflees 0 iroike.bollawe

Irbe ballot typed his setae 11 bum the salt meld be Ammo a aloputer. fie stung me logeetawi *bee thepose rung that OIMPlaon tedoolodiaa amnia at Melt. It was otetlem MOO askimg his Bpd. it weeeasy ter his wetogo dowetoma to Novae a to owe his mistakes awl correct raging tire ot a warehouse.The by talking no the meopoter: fibs crew bed arrived andwas competer ameba tiro maid's taking ploterus with the television jedb easier. sea whoa I ported ors ear. I Ikea talked with semecel amloebere,the 0.14311141slieve fire abbot. and tow firefighter'. Oben I bed all of the toots,I wombs the stern. goal 80 arke-belleve

.111 ..153 B5 Per4rmer Performer Portozaors SIMI their to ookilosto by sating, slaying, Vccabulary. doming e 1syi a aosiool insionorst.Bar yoxfoonorop 11ko games, oak, me loot*. character performer* entertain scenery memorize script musicians* theater

*developed in text/activity

Extension

1. Have students collect pictures for a "performer" bulletin board.

2. Initiate an amateur show using students as performers.

3. Organize a class play.

Pictures may be discussed inliwnjunctionwith vocabulary development or labeled after the story has been read.

Notes

81 154 155 Page 82, "TO BE OR NOT TOBE..." Student reads story or instructor reads story to My Marcia greets Student ( s). Performers communicate by Performers use makeup and r.....dintertaining audiences in' costumes to makethem look MUDS Vataters, movie studios. like the charactersin their circuses, pigbtclubs, radio performance, Makeup and studios, recording studios. costumes help the audience and other places. Performers believe in the characters 'workonstagesinfront of played by the actors.Actors live audiences when they who performin plays, movies, Perform in plays, circuses, or or televisionshows work with concerts. mik Sometimes scripts. Scripts tellthe performers work in frontof actors where andhow to move cameracrews who film or tape onthe stage and what to say. performances. The film or Before performing, actors read tape is than 'shown to an and memorise the scripts. audience at aces other time. Props andscenery are used to Performers communicator make the stageseemlike a information and feelings. realplace. Actors use the They try to gat the audience props and the snowy when to feel happy, sad, or they act. excited. For instance, clowns Performersget training in try to make their mallowss different ways. lamestightrope walkers want =clansand dancers usually their audiences to feel start withgrouporprivate excitedeven a little afraid. lessons ata very young age. Actors play the parts of other Schools of performing arts people. Sometimes actors sake eregood oho cos for learning ushappy. Sometimes they make the skills needed by us sad. Sotthey always try performers. Many colleges to maketheir audience feel offer courses in voice. dance. something about the story they music, speech, aude:::::!. are perforate,. Musicians ifyou en cating commtnicate their feelings through men dance, or tbrovgh music. Dancers acting, 'to or not to be* a communicatethrough music and performer is question for body movements. you to answer.

ltItr 151 Pages 83 - Scrambled Performers Student unscramblewords to spell types ofperformers.

Studentuses context clues to use scrambledwords in sentences. Memoriamthe mole halm edWUWemum 1JUmle of yeinformmene. !lease !lad Wei giscmgmugh 'WU* tens admit Ilea perfumersued emdUCe Wee ems of Wee aerreat Notes perfumes 401 the JUR above toeparagraph.

..4tiffLLsee anal !mum . erase /-gum ./ZiagehiSf nimelana drew= iftrnaggigg_.------glujres W4aloinv !ammo tx410. dAgriarl"--"-grin"

1.244;44

Mese suckers musk is theeturs,mete studios, and television studies. They emarlinv the limesthey seat any visa theyare on the nape. 'bey use sate -ver and sostemes when theyforfers.

2.tNelpurrE00

I emit in a carom. I use heavy aka --up and fumycostumes. I do silly things to -ekethe audience laugh.

* 'bees =where use eehe-4ap,music and adczephosee toemtectain their esdieeces. They use their vetoesto aammuniaata feelings.

1404,

83 158 159 ObjerillOWIlligligagdyto mimic. I can commaimte with the mamas with the music I chimes, the mmemota I Naha,mad the csetamms I mar.

SoJA22(1-1,:indSfiXe-__

14b is very smiting I work with dengorom animals is the circus. Mem 1%mot poriormimg, Ioare for sty animals and tomb thumper tricaka

S. revitc.,

Thielandsmr mats with his body amd may dm *MY use bells, fruit, plates, modespima, or other props. Be tries to hoop hic props is the airb throwing amd catching thn.

. . io

This minim mamma Om ammilemmswith low MULL She suntan things appear and spear.dam of the things she doesseas impossible. she mom a lot of specialswops.

. S. Affigrafieddrate-_-_---

- I ploy musical imetrummte.Mommtimos 1 play with agroup of people; sometime. I play alone. I lAbe to play the guitar the boot, bot x also kmom boa to play the piano, the vimlime mod time trumpet,

84 16i Page 85 Performer Fill-In Student uses performer titles to fill the blanks of sentences.

Notes Fill the blank in each of the following sentences with the meme of a hied of perfOrmer.

1. ELC,Iti, memorised the lines in the script.

2. Theeltoigoics pat on a big nom, a fanny wig, and a floppy costume before going into the ring.

3.. The _..41,100154,0 listened to a lot of music before she/chose a song to sing.

4. Theddholikydr4 put on special shoes that would sake clicking noises when be danced.

5. TheA;tair., 4ZemA4r4 carried a whistle and a whip into the cage with the lions.

6. The dropped one of the tennis halls beteati::*'erfour in the air.

7. Then the curtain WWI opened, the had made the lady disappear.

85 1G1 B5 Communication and Media Review OutliningCommunication Review Pages 86 - 88 Mt is the Morals Students completean outline reviewing the intbe b.1 by wring as careers, tools, and trainingspresented,in aamh as pas o Ix the abaft each maker. preceding activities,' 13mma Aim or wend article to till le the isbaametlaa 2ao crooldeit ammodmar.Mame limas have beep tilled is for y. Notes X. Liaeworker a.?asks 1. 2. a

16 libels Av.a.14,00-Od1401 2. dligg, edkudt) 3. 4.

U. ansausater a.Teak. 1. 2.

1. 2. _1,04.. t 3. -rdiPEAAII;

c. training Atiti_4014; 86 r"... III.Viol:0g= Phut A.earns a.

.Iv.Javiraeliart Vissets 1. 2.

87 " pi 4 4 4 a S - Page 89 Career Story Student writes story about favorite worker from this career cluster. On the limas below write a story about your favorite anew is the Communications aed Media Career Cluster. Mich' career amid yon Like to base? Oft would that career suit yen? Notes

Ift

167 89 16 Pages 90 91 Communications Student findscommunidation and media Word Find word search words in pussle. - Wind the wordslisted below is the word searchguzzle co the moat page. Circleeach in theocrat searchponale.. The ire written Erowrleft words to right and to OD bottom omly.

;later microphome anneabear Assiolom cable seocomater COMM swimPaller chomdcals perforammr clown photographer col:mos WaPis darkroom reporter domains Script dim jockey sportacaatek film Motto jack paame telephome journalist tripod limmoorker typooriter make:up utility bucket

Mhos you've found all of the words,look at the lettimrs are lot circled. width Write the ,encircledletters which the limes below.. are not Z's cot 'rite the littersin order an puzzle. you nod time inthe Start at the tapleft ember of the puaule and readacross. .41 AI AiAi II AL 4_ Ja JAL Joll .11 IL 11

JEL _I_ JAL. 6 100 1611-- r* r 110 s-16-8-W--iiX 01111.84C I ANMX T YPEWII :14\ REPORTS-I X X MUX.N I CX AXX TX I XO NXAXN

X M J---41-1/-41-41-11-6-1.4.4 X 1D N-.4-141711.-P-4.41.11m4 X XI X 111-1---111litiX AX X er--0-4-4-4-M-EDIIADIL INE X -Basic- Self Awareness Performance Objectives

with (grade K) CHOICEfolder activities 81-SA-1 SA-81 Students given instruction 11 through 81-SA-5 Will demonstrate ability to: feet, hands, head, - name 7 outof 10 body parts (arms, ears, eyes, legs, mouth, nose,torso) and sadness) - identify 3 outof 4 feelings (anger,fright, happiness, instruction with the 5 CHOICE As evidenced by thestudents' participation in folder activities

with (grade 1) CHOICEfolder activities B2 -SA -1 . SA-82 Students given instruction through 82 -SA -1O Will demonstrate ability to: shoulders, toes, - name 5 outof 7 body parts(elbows, fingers, knees, tongue) and sight, smell, taste,touch) - identify4 out of 5 senses (hearing, dancing, listening, running,singing, - choose afavorite skill (climbing, skipping, talking, walking) In instruction with the10 CHOICE As evidenced by thestudents' participation 11 folder activities.

with (grade 2) CHOICEfolder activities83-SA-1 IISA-83 Students given instruction through 83-SA-8 Will demonstrate ability to: classroom objects and measure anyof their own 5 body parts or have lived in and/or3 - name3 differences between 2 homes they differences between 2 of theirfriends instruction with the8 CHOICE As evidenced by thestudents'" participation in folder activities

with (grade 3) CHOICEfolder activitiesB4-SA-1 SA-84 Students given instruction through 114-SA-7 Will demonstrate ability to: address, phone or schoolbus number, - fill out ownI.D. cards (name, age) skull, veins, - name theplaces on the human bodywhere blood, bones, 11 and wrists are located - identify3 feelings (boredom,loneliness, bravery) instruction with the 7 CHOICE As evidenced by thestudents' participation in folder activities

with (grade 4) CHOICEfolder activities B5-SA-1 5A-65 Students givep instruction II through B5-SA-4 Will demonstrate ability to: embarrassment, hurt,impatience) and/or - identify4 feelings (dreaminess, shelter) - name4 "universal needs"(caring, clothing, food, in instruction with the4 CHOICE 11 Po, evidenced by thestudents' participation folder activities SA-66 Students given instruction with (grade 5)CHOICE folder activities 06-SA-1 through 116-SA-5 Will demonstrate ability to: - identify 2 feelings (hate, love) - describe own physical appearance, prized possessions, prized activities, and prized behaviors As evidenced by the students' participation in instruction withthe 5 CHOICE folder activities

SA-07 Students given instruction with (grade 6) CHOICE folder activities07-SA-1 through 07-SA-4 Will demonstrate ability to: - identify 2 feelings (belonging, rejection) As evidenced by the students' participation in instruction with the 4CHOICE folder activities -Basic- Job & Role Awareness Performance Objectives

Siudents given instruction with (grade K) CHOICE 81 Student Log and CHOICE folder activities 81-J6R-1 through 81-J6R-8 Will demonstrate knowledge of: - on-the-job skills and tasks, - tools and equipment, and/or - work places for 4 out of 6 workers in the ARTS AND HUMANITIES career cluster (actor, artist, dancer, musician, puppeteer, teacher) and 4 out of 5 workers in the HOMEMAKING career cluster (day care worker, housekeeper, janitor, tailor, waiter) As measured by the students completing, with 90% accuracy, the CHOICE 81 test

JiA-82 Students given instruction with (grade 1) CHOICE 82 Student Log and CHOICE folder activities 82-J6R-1 through 82-J6R-10 ,Will demonstrate knowledge of: un-the-job skills and tasks, -tools and equipment, and/or -work places for 4 out of 6 workers in the HEAL1H career cluster (ambulance driver/ attendant, dentist, dietician, eye doctor/optometri,t. famil} doctor, school nurse) and 4 out of 6 workers iv the PERSONAL SERVICES career cluster (blacksmith, day care worker, gas station attendant, hairdresser/ barber, television repairer, waitress) As measured by the students completing, with 9O accuracy, the CHOICE 82 test

k-83 Students given instruction with (grade 2) CHOICE 83 Student Log and cHnIcr folder activities 83-J6R-1 through 83-J6R-7 Will demonstrate knowledge of: on-the-job skills and tasks, - tools and equipment, and/or work places for 4 out of 5 workers in the RECREATION career cluster (camp er coach, tour guide, travel agent, usher) and 4 out of 6 workers I., tilt TRANSPORTATION career cluster (airplane pilot, astronaut, mover, railroad engineer, bus driver, trucker) A,- measured by the students completing, with 90'?, accuracy, the CHOICE L3 last

Jhk-84 ()I,Adents given instruction with (grade. 3) CHOICE B4 Student Loy an.] thol,r I(Odet activities 84-J6R-1 through 84-J6R-6 WIII demonstrite knowledge of: - on-the-job skills and tasks,

- tools and equipment, and/tar work places ItTier 4 out of 5 workers in the AGRIBUSINESS career cluster (farmer, forest ranger, gardener, logger, miner) and 4 out of 6 workers in the PUBLIC SERVICE career cluster (fire fighter, librarian, mail carrier, nursing aide, police officer, sanitation worker) As measured by the students completing, with 904: accuracy, the CHOICE 84 tv.,t J0-85 Students given instruction with (grade 4) CHOICE'85 Student Log and CHOICE folder activities B5-J&R-1 through B5-J &R -9 Will demonstrate knowledge of: - on-the-job skills and tasks, - tools and equipment, and/or - work places for 4 out of 5 workers in the COMMUNICATION AND MEDIA career cluster (announcer, journalist, performer, photographer, telephone lineworker) and 4 out of 6 workers in the construction career cluster (architect, carpenter, cement mason, electrician, heavy-equipment operator, plumber) asured by the students completing, with 90% accuracy, the CHOICE B5 test

J&R-B6 Students given instruction with (grade 5) CHOICE 86 Student Log and CHOICE folder activities 86-J6R-1 through 86-,,MR-6 Will demonstrate knowledge of: - on-the-job skills and tasks, - tools and equipment, and/or - training places for 4 out of 6 workers in the MANUFACTURING career /assembly worker, chemist, machinist, textile designer, oc( .atative, welder) and 4 out of 5 workers in the MARKETIP. dUTION career cluster (accountant, buyer, commercial -,.t ..es representative, trucker) A% measured by the students completing, with 90Z at,mri the CHOICE 86 test

Jt.11-87 Students given instruction with (grade 6) CHOICE 87 Student Log and CHOICE folder activities 1117-J&R-1 through 87-,M11-7 Will demonstrate knowledge of: - on-the-job skills and tasks, tools and vguipment, and/or - work place -. for 4 out of 5 workers in the BUSINESS AND OFFICE career cluster (actuary, assistant bank manager, cashier, clerical worker, computer operator) and 4 out of 5 workers in the MARINE SCIENCE career cluster (boat builder, conmercial diver, fish hatchery technician, hydrographer, marine biologist) As measured by the students completing, with 90'./. accuracy, the CHOICE B7 test

17,i -Basic- Decision Making/GoalAttaining PerformanceObjectives

DMGA-81 Students given instruction with(grade K) CHOICE folder activities 8l-DMGA-1 through 8I-DMGA-9 Will demonstrate abilityto4identify 2 of the following steps in the DMGA process: - what do you wan' - use resources(people) - find out(helpers) - know values(choose, prize) - goal As evidenced the students' participation ininstruction with the 9 folder activitas

'(grade 1) CHOICE folder activities B2- DMGA -1 DMGA-82 Students given instruction with through 112-DMGA-4 Will demonstrate ability toidentify 3 ofAhe following stepsin the DMGA proce,s: - what do youwant? - use resources(people) know values (choose,prize) - goal As evidenced by the students'participation in instruction with the4 folder activities

-1 DMGA-B3 Students given instruction with(grade 2) CHOICE folder. activities 83- DMGA through B3-DMGA -P Will demonstrate ability toidentify 4 of the following stepsin the DMGA process: - what do youwant? - use resources(peopLe) - find out(obstacles, helpers, time) - know values(choose, prize, act) - plan act - goal As evidenced by the students'participation in instruction withthe 8 folder activities

B4- DMGA -1 DMGA-134 Students given instruction with(grade 3) CHOICE folder activities through 84-- DMGA -8 Will demonstrate ability to identify6 of the following steps in the DMGA, process: - what's goingon? what do you want? - find out(obstacles, helper!,, time) dec'de - act - goal - use resources(people, experience, reading) know options and outcomes - plan check progress 8 folder As evidenced by the students'participation in instruction with the activities A 76 DMGA -85 Students given instruction with (grade 4) CHOICE folder activities B5-DMGA-1 through 65-0MGA-8 Will demonstrate ability to identify 8 of the following steps in the DMA process: - what's going on7 - what do you want? .- use resources (people. Ixperience, reading) find out (obstacles, helpers, time) - know options and outcomes - know values (choose, prize, act) - decide - plan - act - check progress - modify goal (if necessary) As evidenced by the students' participation in instruction with the 8 folder activities

DMGA-66 Students given instruction with (grade.5) CHOICE folder activities B6- DMGA -1 through $6-DMGA-9 Wilk demonstrate ability to identify the following steps in the bMGA process: - what's going on? what do you want? - use resources (people, experience,reading) - find out (obstacles, helpers, time) know options and outcomes' - know values (choose, prize, act) - decide - plan act - check progress - modify goal (if necessary) As evidenced by the students' participation in instruction with the 9 folder activities

0PIGA:97 Student% given instruction with (grade 6) CHOICE foIder activities B7-DMGA-1 through 87-0MGA-9 WiII demonstrate ability to identify the followingsteps in the RIGA process: what's going on? what do you wnat? use resources (people, experience, reading) - find out (obstacles, helpers, time) - know options and outcomes know values (choose, prize, act) decide - plan

- act - check progress - modify goal (if necessary) As videnced by the students' participation in instruction with the 9 folder activities 171 preps plane and drawings to show exact sire and shape plumbers, and mesons, knots state and local building les materials to be used by builders, choosescontrav traction work.

Us, blueprint paper, compass, architect's rule, andacapeother structuresherd hat.

Hive years a :once or six years of collegeplus

riots, Memildrell to cut corned and other pa s of ,Cabinotal at and other Lion forms and be rt well later

saws, TOOLS & nails, aerate, hand and power sc braces, pl drills, sure, chalk box, cies* contractors. WORK PLACC5t Al structures, indoors and audoers, as member o and four TRAINING: High school classes carpentry shop, eachLeal drawing, plus classroom instrucio* yearly. rs years of an-thejob training

LlECIRICIAN

wiring and SKILLS & TASKS: An electrician understands how ci ils work, ins fuses, a and el mhoTs. ire cutters ammeter, voltmeter, TOOLS A "lens, rivers, 0 spools o Ares, that ,-apirtirirrro factories. WfdiK PL chop, drafting, canmunity colleges and up Emir years TRAINING of Rppren

17b

BM COPYAVAILABLE CONS1RUCIIO4

opera uses heavy equipment to move heavy cbjects like large metal grade ditches to prevent erosion; level di -t or sins ipment.

40 EQUIPMENT: -hoe, dirt-hauler, mechanic's tools.

WORK P1,ACE5e Outdoors highways building sits, of all kinds. TRAINING (In-Ms-jab trot coursesin &s and equipment gperstian etvc:7.ationel schools and comity colleges.

MASON "90

SKILLS & TASKS: A mason woods ge and finishes concrete an curbs, house foundations, floors, eldiewslks, cracks and holes in concrete, digs holes and ditches and 'reads blueprints.

TdOLS A EQUIPMENT; Chisels, ms floats, trowels, cement mixer, cement finishing machine, straight edge, screed

WORK PLACES; Streets and hi sites of homes, commercinl buildings. ships. Miselvork under gene

TRAINING: High school shop swing and apprenticeship.

PLOVER

SKILLS A TASKS; A plumber t for leeks in pipes, welds aces ittings, installs and hooks up inks,end waterheaters.

TOOLS A EQUIPMENT: PI r voter pipes, gas pipes, level, welder's mask, cutting torch hard hat

WORK Pt itals, factories, ships, skating rinks and uther

struct 0

TRAIN' ve years of apprenticeship.

1 7:

Bra Coq'Y APE 'CHOICE CurriculumContent

COMMUNICATION AND MEDIA

and live music,news, sporting events and commercial es station, conducts interviews,maintains morale and t quickly and alwaysteaks clearly.

tapes and tape player,records and turntab aphope, headphones, schedule,teletype

and radio studios, publ gstherings, vans, privateparties, discot RINING: Public broadcasting school, ieaking, drama, sports Hi school and college helpful. On-the jar:yr:gni:rinpublics. " i

JOURNAI.IST I I \ .

51(41.5 & TASKS: A journalist observes, does research, conducts interviews armati prepares andcomposes stories; essays, °Ad special feature articIeziNtor Must mee scheduled deadlys. Ls ,...., tOOLA A EQUITAINT: a___ -. Typewriter, tape recorder,resource and refere4e books, vehicle, microphone, note pad, pencils,pens.

WORK PLACES: Publishing houses, newspapers, magazine and advertisingowncies,on the r..vir events, IV stations, governmentoffices, own hem..

TRAINING: High school, college and school, background in writingand in wave other field (sports, science,politics, a

PHOTOGRAPHER

SKILLS & TASKS: A photographer tak *Tailors props using light, r:rolor anddesnin, composes pictures, crops and tuuche develops negatives andphotographs. TUCKS 6 EQUIPMENT: a, let, tripodr, preps andscenery. WORK PLACES: Iprin shops, p. ivate industries,public and privat gatherings, magszi wit litelOor own specialty. tHAINIpIG: On-the-04 Irt ciosses. Collegethe tpl.e ine art s . school. Phut nip aplik St

i It c;) \

DES COPYMIA HS COMMONICAIHR4 AND141)1A

PERFORMER , 4'. i 3 A ,t rk, SKILLS 6 TASKS: A irformer !Intertwine and antormsaudiences, mayact, sing, ilay an instrument, give tell joke, pixy etorraitiqq14-4tte iv ieit others,memorizes scripts.Must

communicat clearly. 1 i -1`2,

TOOLS E 1PHENT: Make -4, sdifItN musical instruments, props and scenery.

WORK PLACE : Wherever t r taped), an theaters, schools, circuses, stadium:, fairs, ni clubs, radio phoUtographystadios. THRSDAY TRAININGs High echo° ience, courses in voice, dance, music,speech, and act' Ti-of t '!?) I . --- IMPROVE LINOWORKER

SKILLS & 1 S: A tel lineup recta and arranges tel poles, cables and wire

according a He ism tel cablee, instal , nointaid6, and repairs telephone wires, 1:: plan. lines and les, reads follows w idlagrame,--dzqves repair truck and climbs telephone poles.

TOOLS & EQU1PM(NI: hoe, bulldozerclimbers, body belts, screwdrivers, ware cutters,.hammer, soldering gun, knife, s, ta, braces, wrench, wall and ct away meters, jack phone, hard hats, steel-toed she fated gloves.

WORK MACES: Telephone pclesil , underground, usually out doors

1 8 t Conatruction/Communication & Media

Student Log

Table of Contents

Construction Introduction 1 Architect 6 Heavy Equipment Operator 14 Mason 21 Carpenter 29 Plusher 36 Electrician 43 Review 50

Oomusunication and media Introduction 55 Telephone Lineworker 59 Announcer 65 Photographer 71 Journalist 76 Performer 81 Review 136

114 Introductic;nto Construction

Workers in the tion Cluster work to build bridges, roads,housese. buildings, and nosy other structures. Some of the workers work in offices. 3 Others work outdoors at construction sites. Construe- tion sites are the places where roads,

2r houses, or bridges are being built.

Some of these workers go to college to

Lamm about their Jobe.Others learn heir skills in special vocational schools arby working with an experienced worker on

the job. f

JO you read and learn about the workers in the Unuazmwtion Cluster, ask yourself if you,would `ike to work at any of these jobs.

184 BEST COPY AVAILABLE Construct

To construct means to build.When workers are con-

structing a house; they are building a houe. Look

at the list of words below. Draw a circle around the

words that are things that can be constructed.

air carry finish house

bridge chimney flash kitchen.

bush city gate late

cage crow goose leave

camp fence grew ranch

Structure

Structure is another ward that means building.It house is a structure.A bridge is a structure.A structure is something that can be constructed or built.Look at the list of words below. Some words are names of structures.Others are not. Draw a circle around those words that are names of structures. barn doctor boathouse hair carrot diner garage Shadow castle airport dream store house bridge forest firehodse ribbon *meadow log hawk Construction Site

apal011110ft A con#truction siteis a place where a structure is beingbuilt.Site means place. Construction means building.So, a constructionsite is a place wherebuilding is goingon.

The words below are all names of constructionsites. The letters in the words are out of ociaAhl Change the order ofthe letters in eachword to spell thenase of a construction site. Write the correctword on the line near each sized upward.

Wow, match each word to the picture atthe bottom of thepage which shows thatconstruction site. Write the number ofeach word on the linenear eachmatching picture.

rapmatten 6. hchcru

2. spithoal 7. throucusoe trocfay O. crogrey orest

4. arts 9. uhose 1=111.11. S s hoco 1 10. preari spoh

8, BEST CAP'. AVAILABIli The story below has many blank spaces in it.One of the words in the

word box belongs in each space. Finish the story by writing the words 'con-

struct", *structure', or 'construction sitein the spaces.

* * * * * * * t * * * * * * * * * * * * ** * * * * ** * * * * * * * construct structure construction site * * * * * ' * * * * * * * * * * * * * * * * * * * * * * * * * *

Danny wanted to (1) a building.

Be wanted to make the (2) with square wooden blocks. Danny decided to use the hall floor as

his (3) . Be cleared the,(4)

by moving the rug to one aide.Danny began to

(5) the building. The more blocks

Danny used, the higher his (6) became. Danny was proud that he was able to (7)

such a large building.

Suddenly, tJ front door opened1 Our dog, Lady, ran straight into Danny's tall(8)

Blocks flew in all directions and Danny's (9) was littered with wooden blocks. Bow, he would have to (10) his build- Lug again. Danny decided to move the (11) to a saver place before building the next (12) * * * * * * *

On a separate sheet of paper, write three sentences, using one of the three words in the word box in each sentence. 4 A House for Mr. Myers

Mr. Myers has bought some land and wishes to builda home. He has agreed to help us learn about the Construction Work Cluster by sharing his experience with us.When Mr. Myers meets All of the workers who will help ouild his home we will be meeting them also. As Mr. Myers learns about their jobs, so will we. While Mr. Myers' house is being built, we will build our knowledge of the Construction Work Cluster.

Let's begin!.

is? B-h-5 Architect This architect is drawing a building. She draws the buildingto scale, showing its size andshape. She studied at collegeand worked with other architects to learnhe- job. Mr. Myers and the Architect a kr

When Mr. Myers decided to build his new-home, he made an appointment with lani.ce Cahill. Janice is an architect in the town, where Mr.Myers lives.

Janice went to college to learnthe ;kills she neededto become a good ar- aaitect. After she graduated from col- ege, she worked for an architect in the

.ity. She gained experience quickly and owed to a small town toopen hcr own

,ffice. )11

Mr. Myers and Janice talked forsev- eral hours. They tajted about the kind

of house. Mr. Myers wanted its size,the number of rooms, the style, and the

amount of money he wanted to spend. Jan-

ice showed Mr. Myers pictures anddraw,-

ings of houses. They talked about safety if and fire regulations,or rules, for

houses in their town. By the time Mr.

Myers left her office, Janice hada good

idea of what he-was looking forin a home.

7 BEST COPYMAIM Janice' worked the rest of the day

drawing a model of Mr. Myers'"new home. She worked at a draftingor drawing table

with a bright light. "a4Neftingtable - had a top which slanted,so Janice could

work at whaitever anglewas best for )her.

She 'Used drafting pencils to draw the house on drafting film. When the draw-4, ing was completed, she,placedit ina machine to macea blueprint. The fides that she had draWn showed up ads" white.' lines on the special bluepaper.

Janice used many tools to help her ,

drib/. 4 compass helped her draw circles., and she used a ruler to make straight

lines. She used special symbols to shop doors, windows; plumbing, and appliances

on her drawing. She checked her notes

from the meeting with Mr. Myersas she worked. She looked at architects' hocks

/drnew ideas. She often used the tele-

phone to call Mr. Myers. He helped bfx makedecision)about tails of the blueprints.

t 8 1 fi 0 After several weeks of work, Janice's,

'imprints were complete.She met again nthMr. Myers to talk about the finished 'lams. Mr. Myers was satisfied with the gueprintsso; they talked about build-

Amg materials, companies to build the ; ..-

Rouse, and a uleof when workwould Or.

Re done. IN

Although the blueprints of Mt.

Myers° house were finished, Janice still

' 4..."-"--" had more work to do.As the house was

. being built, she visited the construction

ke site many times. She made curb that the

builders were using .the right materials, :1111 \werefollowing her blueprints correctly, and were uorkilm'g on schedule. She ol- wayNrore.a hard hat and heavy boots at

the construction site. These protected

hei. from falling objects.

Janice, like most architects, usually workelon several building r at one time. While drawing blueprints for .one house, she may be visiting threp or

four nstruction sites W.( anyOarsof college have trained .heed' foran interesting career

a. 9. -BEST COPY AVAILABLE Drawing to Scale 111

When architects ,draw buildings, they draw them to scale.This means

that they draw them smaller than the real building. hit use a "scale'

like "1. inch= 1 foot' they are drawing buildings. 'In this case, for

every foot of length the building, thel architect would mark a line ofone inchcon the drafting paper. Architectsalways write the scale they are using on their drawings bo'that others will know how to read them.

Each of the blueprints below has the scale the architect used written

near the top. Use your ruler to measureeachside of with building outline.

/I) Then use the scale to tell how long each side'of the real building willbe. _It the length of each side of the buildingon the line near that side.

ft. yds.

ft..

1 Ise

BESTCOPYIMILABLE Drawing to Scale

6q6 PreteAd that you are an architect. Drava' small building that is'a re tangle.Draw the building to scale.

Use a male of 1 inch as 2 font.Make the building 12 fet long and 10 feet vide.

J I

Tr.

193 1 1 1' Ebtimating

Architect* raw.wbat they know about,building materials and labor to

aestimate" the cost of the buildings.An estimate is.a guess about/how much the buildings will cost. .The estimate is usually quite close to the teal coat of the tending because the architect knows a.lot about prices of materials and labor costs. However, the estimate is not the real cost. It can be less than or greater than the real cost.

..Jok at the lines below. Estimate or guess the4length of each line. In the V= near each line, write your estimateor guess of the length of that line.

Wow, measure each line with a ruler. Write the real length of each line in the circlie beside that line.

2 19.1 BESTCOPYMARE Sequence

oat the 'sentences below in order to tell a story about an architect and his client. Write the numerals 1--11 on the lines bea4de the sentences to show the order they should be in.

Mr. Brown wanted to build a new house, so hemade an appoint.*'s P7'.. with Janice Cahill.

Mt. Brown and Janice chose a company to build the honse.

Janice estimated the cost for each of the houses.

P. Janice drew three houses and made a set of blueprints for each.

M. Brown and anice ylked about what kind of house sr. Brown wanted.

Mr.Brown' chose the househe liked best.

JaMice looked through books for ideas she could use for drawing Mt. Brown's house.

Janice showed Mt. Brown the three blueprints and the estimated

cost for each house.

13 Heavy Equipment Operator

The heavy equipment operator driver large machines that are used onconstruc- tion sites. Be knows how to operate many different machines.This heavy equipment operator is operating a road gradbr.

14 . 19t Heavy Equipment Operator

1# Mr. Myers drove to the construction site. He was surprised to see that construction had begun. Stakes, or pieces of wood, had been dtiven into the ground. The stakes marked the corners f of the building area. Al Davis, the heavy equipment operator was driving a bulldozer. was pushing rocks and dirt away from the buildiqg area. The hole became deeper and deeper.Rocks and dirt were piled around the edge of the pit.

Al knows how to operate, or run

large machines, or equipment used at con- . struction sites. Al also knows how to

keep his equipment running well. He often fixes machines when they break down.

Al knows how to use the equipment safely,

so that no one gets hurt.

Al stopped the machine to take a

break.Mr. Myers asked him about operating the different pieces of equipment.

15 0.P "Well," Al said, "as you can see,

s I'm using the bulldozer to ,diga big hole. The basement of your house* will be built in' this bole. I'll qnish this today. Then use a backhoe to dig the ditches for your drain pipes.

Later, I May use other equipment to build your driveway."

"Isn't it difficuit learning to use the different machines?" asked Mr. Myers.

Each piece of equipment is a little

differ replied Al. "I had to learn

,---- the trks of running each machine. But,

all struction machines are olike in

/Or 744;gmemany ways. That cuts '.down on the number of things I need" to remember."

Mr. Myers asked Al how he became in-

terested in operating heavyequipment"'

# A "I grew up on a farm," explained Al.

"I learned to run a tractor as a boy. I

liked learning to operate machines. In 6 12d high school I took courses about caring for and fixing machines. I worked as a laboreron construction jobs in the sum- mer. Sometimes I helped mechanics fix the equipment. As I gained experience, they let me drive aquipment from one site to another. I took some courses at night to learn more. SoT, I was able to operate any machine on the construction *site."

Mr. Myers watched-Al when he went aaiu]k to work. It was interesting watch- ing Al. make the bulldozer wokk'for him. Myers left the site, knowing much Ore about the work going on.

1,6 17 18.) Compound Words

Al was a heavyiequipment mechanic before he learned to operate the big machines.A mechanic is a worker who takes apart machines to fix them. Bea word mechanic by taking apart the wards listed below. Rath of the words is a compound word. Compound words ar.1 made by putting two or more words together.' Take apart gNach compound word by drawinga line between the two mmaller words in each compound word. bulldozer sidewalk bricklayer bathtub . screwdriver

blueprint driveway stonernson c backhoe steamroller doorway doorstep fie a one outlet. plywood

highway rooftop . bathroom bedroom stairway

* * * * * * * * * * * * * *

Mechanics also know how to put things together atter theyare fixed.

Put together compound words using the two word lists below. Loos- first word in the left-band column. Find a word in the right-hand column that will make the first word a compound word. Write the new word on the line between the columns. The first word is written for you.

butter ,b14fto nciy ncil

water mother

finger

book fly

grand fall 18 Scramble Rachgroup of letters below spells thename of one piece of heavy equipment. As you see, the letters are mixed up.Unscramble each group of letters to spell the name of one machine. Write the words correctly on the lines to the right of the wordgroups. Mien'you have spelled all of the words, rewrite the words in alphabetical order On the lineson the bottom

f the page.

cratrot ernac dregar drollezub

:.shobeak pumd crukt tralemslero * * * * * * * * * * * * *

*UV k,tiPtir. OMvocpunirurnammestici alANIONINNWMAN, VIIIPA."'"iinimillimmis 4411 AIL 411, 19 201 Validity Readyeach paragraph.Draw a line through the sentence which does not belong in each paragraph.

Al is a heavy equipment opera- When AI was about fourteen tor. He 'runs machines like-bp11- years old, he learned to operate dozers, backhoes, and road graders. the tractor on his father's farm. Al's wife works in an office. He Be used the tractor to pull a plow knows _how to.makethe machines work that prtparesi the around for plant- for him. Al operatestgemachines ing. Sometimes, Alla father drove carefully, so that no one is hurt. the tractor. Al also used the I tractor to pull wagons loaded w4h

bales of Ilay. Al learned a lot 1

about operating heavy equipmenton f the farm.

Al has a backhoe of his own. Al worka at many different When he is not working for a con- construction sib es. tJags he struction company, he uses his own runs the large machines to 6114 backhoe to work for people near his build a dam. Sometimes h8 runs the home. Al lives in Springfield. buildoter to clear land for houses.

When someone calls Al to work for At always tries to be at thecOvv- them,. he loads the backhoe on a strwction site on .tima. Al oper- large truck and drives to the place ates large cranes which lift steel where he will work. He unloads the beam or plates that are used in backhoe and begins digging. He may building tall structures or bridges.

. dig a ditch for drain pipes, a base- Al alga works on highway ConstrUc- went for a house, or a hole for a tionalite.s. He can use his skills swimming pool. Al makes extra money for operating equipment in many dif-f by operating his own machine in his ferent places. spare time.

20z BEST COPYAVAIIM41 4:. O. Mason

4 Mr. Myers went wick% to is constng-e ttoft site a few days later. Atruck was stepped now the pit.A 'large drumWas sletwly on the back of the Muck.

OttitcsMeg thi* thetruck- was mixing COnCrae, 111 the! bigdrum. He could see MAkcenerate.StiAint from the truck ink, 8 dote. Th4 concrdite flowed down the d4461. ;100 woodea bons called forms.

SOCM the. cOrmS WV% filled With wet con- crew,.

A cementmason was working in the, bottom of the pit. She was smoothiqg . the top of the wet concrete with a

trowel. As she worked, she talked lath Mt. Myers.

'I'm building the footingiter.your NNNN::."4 bowie. The concrete flows down into the ground, below the frost line. This will keep the house from shifting as the earth freezes and thaws. 'When this con- 4 22 204 BEST Cm YAM %

ci'Steis dry, or cured, the weightof your house., will reston thgse footings.

,mt. Myers learned thatthere are differ ht kindsof masons.Cement4ma- sons, like Ann, work withconcrete. * a They know what mix'ofconcrete is right for each job. Brickfayers work with bricks, cement blocks,and tiles.t Stonemasons work withstonelike marble slate, and fieldstone. Bricklayers and stonemasonsuse mortarto hold stone or brick together.Mortar is a aixture of cement, water, andsand. When it it holds the stonesor bricks in place. Most masons know about all

Anse kinds of masons'work.

Masons s'emanytools. They use, chisels to cut stone, brick,or tile. They tapthelAndof the chisel wj.tha special hammer. A trowel is used to spreadfor tar and, smooth conrete. lawns use plum6'hobsto make sure

23 205 REST COPYAVAILABLE 1 walls are straight up and down.limy

use cement mixers to nixAnnwret.e..4m4

rtar.

gib

Masons learn their jobs by Dealer 464, log apprentice masons.Apprenti workers who are learning their ilatifiS They work as helpers for expe4ret workers called journeymen.The Jour- neymen were once apprentices, too.

Mhen apprentioes become good at moons% work, they become journey*?xana OWN 4 tel' new apprentices.Beside* the-job traininve apprentLcea 90115 classes.Apprentice masons learn kiimgr print reading, measuring, and cart', for tools.Apprentices work far these, years to become journeymen masons.

Ann explained that she bad mocked as a mason in many places. She had just finished work on an office building. Last yeai she worked on a dam.

24 "My favorite )04 4s working on homes," Ann evAained, "I get to use

All of ay skills. I'll, work as.a cement mason on-the hose footings and the sidewalk. I'll be a bricklayer when I use cement blocks to build the

Wisement walls. be a stonemason when I use fieldstone Vo build your fireplace. My work is more interesting when I have different jobs o do."

Mr. Myers 1 Ann's pride in her work. Be knew that Ann would work care-

fully. His house would be.a better home because of Ann's work. /1

0 New Words An apprentice is a person who works forsomeone else in order to learnt about that person's work. An apprentice begins by doing very sim- plelasks like getting tools,holding parts in place, and Carrying mate- .rials and supplies. An apprentice goes to classes to learn some skills. Other, skills are learned- on the job. As an entice learns gore, he does more difficult jobs. An apprentice may work three, four, or even five years to learn allAof.the.skills he needsto know.

Whenan' apprentice finishes theprogram, he becomes a lourneiman. A journeyman is an experienced worker with all the'skillshe*heeds to do his job ptoperly.As a 1purneyman, a workerwillhave apprenticesto workfor him and toAl'' learn from him.

Read each sentence belppw...If the sentence tells about an apprentice, write NA" fh the circle-pear that sentence. If the sentence tells about journey- . men, write *X' in the circle.

...L.J LI im.....1 l...... i 1...... 1 L...1 L.:1 L....m.

.. 1. Mike is learning to mix mortar.

2. Siaron teaches blueprint reading at night.

8N3. Kenneth carried thelbigs of Crete

to the cement ,mixer. '

4. Sue learned how to smoothconcrete with a trdIvel.

Ed held up the plumb bob andtalked, about how to uSe it.

I ID [:=1L-12 gi= 208 Syllables Maisons use chisels to divide bricksor stone into smaller, pieces. You are going to divide wordsinto smaller pieces called syllables.All of the worth written'on thebrick wall billow are compound words.Compound words are made of twoor mall words. ?odivide compound words into syllables, drawa line bet111nthe two small words. f L

bulldoze ackhoe football bookshelf

shoelaces toenail

Is 1'

eyebrow doorknob footstep

sidewalk driveway doorstep

. keyhole flagstone fieldstone horseshoe

27 209 Fantasy /Reality Read each short story below. Tell .whether eachstory is real or make-- believe by marking thecorrect circle beneatheach story.

1 1. The mason smoothed the {let 4. Ed built a brick walla- 'concrete with a trowel, then left round the yard.First, he placed to go home.When be returned to the bricks along the top. He want- the construction site, therre e4 to makesure the wall was the footprints allover t right height.When the top rowwas finished, he addedmore rows of Areal bricks,until the well reachedthe Omake - believe ground.

2. Ann threw the bricks ina ()real huge pile. Then she mixed themor- 0 make - believe tar and poured iton top of the pile of hacks.* She wiggled her 5. Mrs. Myers uses icing2 like nose up and down. Presto! The a mason uses mortar. She puts icinO pile of bricks andmortar became a between the layers of hercake to fireplace! hold the layers together. A mason puts mortar between thelayers of 0real bricks to hold the brickstogether. 0make-believe ()real 3. The cement truck backedto Omake-believe the very edge of thelarge bole. As the drum on the back ofthe 6. The mason used wetmortar truck turned slowly,concrete to hold the cinder blocksin place. flowed down theJchute. When the He gels building thebasement walls truck was empty, the driverdrove of the house. When the wallswere the truckaway. finished, his petdragon would puff on the walls to dry them. 0real 08valve-believe weal 0make -be 1 ieve 28 13----54 Carpenter

lbe carpenter is building a house. He has measured exactly ao that the boards will fit squarely. He has cut the board!' carefully so they are the exact length that he needs.

29 211 Carpenter

A few days later, Mt. Myers returned to the construction site. Several workers were standing near a makeshift table.

They were reading the blueprints of Mr.

Myers' house. Lumber was piled nearby.

. *these markers must be °carpenters thought Mr. Myers. Re walked closer and greeted the carpenters. Mr. Myers listened as the carpenters talked about their work.

Carpenters work with wood and other .

materials that are used like wood. They measure, cut, and join pieces-of woo44

wallboard,and siding.They may use

nails, screws, or glue to join t. pieces

Thdre are' three kinds of car tens' wcrk Rough carpentry is building concrete

forms, or laying the sheeting that cevers the floors, the roof, and the outside o wall of the huilding# Finish carrentry ismore difficult.More skill is needed to hang doors, set in window frames, or 30

1' 212 build stairs, nag*" Car. inters are good

at both mush and titliSh.CArpentry.

-Cabinetmakers aro the morat highly skilled

carpenters. CahillatMakers need patience

411.03kitclineft"arde. C4biedkm,or furnitre.

Carpente43 ISOM 'their skillsas aPPntable4CaribtlitIK,:11147 begin by lowle4119 reueb carpentwy. Apprentices

Mort as /CSIrnilystem/S 1411SperS. As ap-

00eirticeso6 cl La ttprDIN, theylearh tiv ail nor& difficult le". apprentice

camp enteas 90 -be classes to °learn

about btutprints, C4aSteUstion mater- WA!" and toots*itt&C apprentices IITSCP )fears to become jeurneseencar- penters. r.

COOplifttr$ use sny different beets.soma iNotz need 014ptricity to

work. Circuler Sews, power drills, and

ii. WM cal IAA paver tot* n. They

40reirowed byelectricity. alter toots, like, trawlers and scemeariot's,

213 BEST COPY HAWK are called hand tools. Band tools are

not powered by electricity. Both hand

and power tools can be dangerous to

use. Carpenters learn how to use them safely. As apprentices, they learn to care for their tools.

Measuring is a skill that carpenters

use every day. They use measuring tapes,'

carpenters' rules, and steel squares to

measure lines and angles. Carpenters measure carefully so that pieces of wood'

will fit exactly in each place. This

helps make the building stronger andsort pleasing to look at.

Carpenters can be found at any construction site. They often work outdoors in all kinds of weather. Carpen- ters may work high ithe air building roofs. They may work below ground building concrete forms.

Mr. Myers was surprised that carpenters do so many different jobs. He learned why they are important workers.32 Syllables Carpenters use saws to cut lumber into smaller pieces. We use rules to divide words into smaller pieces called syllables.

VCCV Rule

v v lumbrr

Mark the letters in the words below.Write "Va on the linesover the vowels. Write 'C' on the lines over the consonants.Draw a line to divide the words into syllables. strucCICtuVre trilafar carpenter 5rrIce correct biEEir college ii 6 e r caiEi pI5Eires roller c a a Viet

baffiin c tiEfir c o m p a s s m5Efir viia5w h x wIiEir

Complete the rule: When a word has two tween woman,divide between the 33 Nouns and Verbs

Some words can be used as nouns or as verbs. In the sentence "I have five fingers on ®y hand,",the word "hand" is a noun. "Band" is the name of something. In the sentence "Please hand me a pencil," the ward "hand" isa verb. It is an action word.

Need aim* suable°. below.If the underlined word is a noun,. write "111° on the line in front of _that aentence. If the underlined word isa verb, write "V" on the line.

1, The carpenter used 'as to hold the pi=ture frametogether.

IIMIIM=NowIt 2. Ed will am the two pieces of wood togetherat the corners.

.13. Jim will hammer the nail into the wall.

4. Sharon dropped the hammer on her toe. aft

5.The carpenter carefully sharpened hissmut.

6. Howard will saw the hoard into three pieces.

1=1.1=17, The plumber measured the bend in the pipe.

11,.. The electrician will bend the wiresno they fit.

9. be used a screw to hold the switch plate.

10. Brenda will00XeNIthe hook into the wall.

11. The carpenter will nail the two hoardstogether.

12. Anon held the picture in place. Main Idea On the line above each paragraph write the titlewhich best fits that paragraph.The titles are listed at thebottom of the page.

Carpenters work to build struc- Carpenters use many tools at tures from tiooC and other materials work.They use hand saws and pow- that are used like wood.They may sr same to cut wood and other ma- build houses, garages, storms, or terials.; Somers are used to other structures.Sometimes they pound nails into wood and to pull

7work outdoors.Other times they nails from wood. A brace and bit work inside. or an electric drill is used to make holes in wood.

Carpenters use many skills when they work.They measure care- Carpenters can learn their fully and cut materials e.,actly. skills by going to acomMunity col- Carpenters estimate the amount of. lege, loining an apprentice po- materials needed for each job. gram, or by working for aa amiperi- They read blueprints carefully, so enced carpenter. Comnamity col- they know what the architect wants. leges and apprentice programs of- parpenters use their knowledge of fer onLthe-job training and clas- building materials to build sturdy, ses to teach skills like blueprint beautiful buildings. reading.Learning by working with an experionced carpenter offers only on-the-job training. INA

Carpenters" Tools Training toshea Carpenter

Carpenters' Skills last Is A Carpenter? 35 217 1100-5 Plumber Plumbers work with metal or plastic pipes thatcarry water, air, or gneiss. This plumber is connecting two pipes withan elbow litting.He welds the fitting in place with a torch.

410 218- A rPlumber

One day when he was at the construc-

ticm site, Mr. Myers met the plumber.

"Good imuning, Mr. Myers," said Jake.

°Mow that the outside of your house is built,

I've come to rough in.the plumbing.

Jake explained that roughing in means

installing the plumbing pipes that Iie be-

neath walls and floors of a finished house.

First, Jake read the blueprints.The blue.

prints showed which rooms needed plumbing

and ubere the pipes should go.Jake in-

stalled the pipes that would carry water

t4, the kitchen and the bathroom. Then he

installed the pipes that would drain waste

umter from' the house. Jake connected the

meter 'heater in the basement to the pipes

that would, carry hot water to the faucets.

After the inside wells and the floors

were bail Jake would come back to finish

L--.A 37 219 nipple !ii elbow ,1 4 threads

the plumbing. Be Would install the sinks,

the bathtub, and the toilet. Jake;maid

theft connect the water pipes to the faucets and the drains to the drain pipes.

Plumbers learn their skills by working with journeymen plumbers in apprentice

programs. Ttagrirtrk, with different plumbers to learn different kinds of plumbing

skills. Apprentice plumbers go to classes

to learn about blueprints, plumbing tools, -4 tee and materials. They learn how to join different kinds of pipe. It takes apprentices -17 five years to become journeymen pluebers.

Plumbers use many different tools.

They use pipe wrenches to loosen and to

tighten pipes. Pipe cutters are used to

cut pipes that are too long.Plumbers may use torches and welding equipment

to join metal or plastic pipes.

38 220 0 0 0 1

0 F40

S. S. S. 0 S. S. 0 S. Jake works on any different plumb-

ing jobs. He works on heaters that use water or steam.Jake also works on air conditioners. Jake doesn't lie making repairs on weekends or on holidays, but that's part of his job, too.

Mr. Myers enjoyed talking with 'Jake.

Be learned a lot about Jake's job.Mr. Myers was glad that an experienced plumb- . er like Jake was working wk his house. El

39 Syllables / Plumbere use pipe cutters tp cut metal pipesinto shorter Pieces.Use the rule below to helpyou divide words into smaller pieces called syllables. e

VCV Rule: When a singleconsonant falls between tworule, look at the vowel whichcomes before the consonant totell where to divide the word. If the first vowdlhas a long sound, dividethe wordobetween the first voweland the consonant. If the first vowel bas a shortpound, divide the wag(' betweenthe consonant and the second vUwel.

V C V 4 c v S 11.0 t olk e n .prisio n

Mark the letters in each word' below. Write "V" on the linesover the vowels and "Cm on the lines over the consonants. Then draw a line betweenthe syllables in each word.

C 11( w a OWN .1.11a OEM gion obin b a b y C b a u n y never o ver pony belong - city lady finish

- minute ma son paper I

MR ...I adar iver secondOro

- seven visit behave/Mle malll /Ms 40 4TwoMeanings Some words heirs more than Gee meaning. For instance, the word "foot" can imean'a part body, or a length of twelve inchei.

The plumbing wprdew listed in the center.of your.page all have two meanings. In' the left --band colum4are the plumbing meanings. in' the right-hand column are the other meanings for the words.Draw a line from each word to the correct pluMbing meaning in the left-hand column. Now draw a line from each word to the other msaning in the right-hand column. If you're not sure of a meaning:'check a dictionary.

a plumbing, fixture the phas faucets and a bowl elbow the opposite of float '"to hold water ty..).1

ifidges on a gipe that tllow fittings to be a. wooden peg used to hold *crewed on like cap, a golf ball

asma=s O a rounded plumbing fixture that helps fine string used in pipes go around corns ilit sewing

4 ID-shaped plumbing [sleigh that can be pulled fitting sink by a hove 1

1..,Inaralmai$ .4it1_ a tool used'to tighten the arm joint between the and loosen plumbing thread wrist and the shoulder fittings -

atI aisudden twist that can tool used to cut pipe cutter hurt your ankle . 1111 41 223 Scramble Unscramble the words below to spellthings that plumbers use. Write each correctly spelled wordon the line beside the scraibledvord.Then draw a line from each word to thepicture that shows that word.

1. ippe

2. gitorc

3. eacuft

4. chrewn

5. ',wear atheer

6. thabbut

knis

8. lobew

9. ete

On a separate sheet of paper writea sentence fur each of any five of the words you unscralbled.

42 224 B--6 Electrician

An electrician:lantana the miring that willcarry electricity through a building.This electrician is putting fuses in the main eleCtricalbox Bch is located in the besementl6fMr. Were° bonne.

43 225 Electrician

. Several days later, Mr.Myers met another worker at the construction site.

one, the electricianwas roughing in

the. electrical wiring. .Like theplumb- er, Eve bad to install most of the fla wiring before the inside willsand the floor were put in.

"Often, I work along with the

plueber," Eve said.Our work is alike in same ways. M4installspipes to carry water. I install wires to carry electricitz.. .

Eve used the blueprints to find

where outlets, switches, and electrical

fixtures Mould be placed in the house.

Eve installed &e main electrical box in the basement.All of the electrical

switches, outlets, and fixtureswere con- 1=0 nected to the main box with cable. '4111L___A=CUmm ME 11M-__

"This cable,' Eve explained "holds

the wires that willcarry the electricity.

Each wire is covered with plastic called 44 226 ,Insulation. This insulation keeps the

copper wires from touching.The out-

side of the cable can be plastic or

metal.Today, Vim using plastic

coated cable."

Eve will cone back to tho:q9n-

struction site when the inside walls

and floors are finished. She will make the final electrical connections

to switches and outlets. Eve will

also check all of the wiring to make

sure that everything works.

°Some electricians begin as ap-

prentices, explained Eve.' '1 went to a community college. I learned the

skills I needed in school. I took classes about reading blueprinti, work-

ing with electrical materials, and .

using and caring for tools. Part of our course work was wiring a house

that the college was building. I went to school for two years to becomean electrician. Some colleges have a one. year course."

45 22'7 Electriciansown their own hand tools. They keep tools like screwdrivers, pliers, and wire cutters in a leather tool belt.This belt keeps the tools within reach. Electricians use testing equipment to check the wires they are working with.They often use tools like saws and drills to help then inetall cable.

Talking with Eve made Mr. Myers

t feel good about the electricity that

would flow through his house. He knew that Eve was a careful worker who used her skills wisely.

46 228 Syllables Electricians use wire cuttersto cut cable into shorter pieces.We use rules to divide words intosyllables. This rule will helpyou divide words that end with "le..

Consonant + le AuXe

When a word ends with a consonant and '61e', the consonant and "le* formthe final syllable.

Draw a line between thesyllables of the words below. table thimble crumble angle simple puzzle circle people double little couple wiggle marble t riple candle bundle_ g iggle cradle snuggle t rouble bubble de-

4 7 229 Cause and Effect Sometimes one action makes something else happen. The action is called the.cause.that happens is called the effect. Look at this sentence.

When Martha turned on the switch, the lamp litup brightly.

When Martha turned on the witch" is thecause of the lamp's lighting. The lamp lit up brightly' is the effect of Martha'sturning on the switch.

Read each sentence below.Tellwhether the underlined part of thegen- tence is the cause or the effect inthat sentence. If the underlined part is the canoe, write 'C'on the linein front of the sentence. If the underlined part is the effect,write "R"on the line.

1. Eve carries her tools in a leather beltso they are always close at hand.

2. The cable parted when EVe squeezed the wire cutters.

3. Because the wires rubbed together the insulationwore off.

4. Eve had to install new wires because the insulationwore off.

5. When Eve pushed the leveron Ua electrical hoz, electricity flowed through the wires.

6. After she pluggedd the radio into the outlet, itworked well.

7. Eve went to college for two years to becomean electrician.

8. Eve left her screwdrivers out in the rain andthey rusted.

9. Eve had to clean the screwdrivers because they hadrusted.

10. Sometimes Eve works late because she wantsto finish a job.

11. Since there was no electricity in thehouse, Eve used a brace and bit to drill the hole.

48 230 Words. See how y smaller words you can make fromthe letters found in theword electricians. ELECTRICIA

49 231 v4.

Construction Review

Finally, Mr.Alyersand his family noved-into theirnew house. They enjoyed living ina house where everything was new and fresh. They often talked about allof the workers who had made theirhome such a nice place to live.

The Myers familymade up this activity to quizthemselves about the workers.Read the sentencesand follow thedirections tocomplete the chart on the next page.

if an architect prepares the plans forbuildings, fill inthe #1 spaces. If an architect thaws frozen pipes,fill in the #2spaces. if an architect repairs equipment,fill in the #3spaces. If a carpenter builds stairs, fillin the #4spaces. If a carpenter reads blueprints,fill in the #5spaces. If a plumberusually works in an office, fill in the #6spaces. If a plumber fixes 40 pipes, fill inthe #7 spaces. If a plumber sizes concrete,fill in the #8spaces. If an electrician installs sinks,fill in the #9spaces. If aheavyequipment operator draws blueprints, fillin the #10spaces. If an electrician installs wiring, fillin the #11spaces. If a mason builds walls, fill inthe #12spaces. If a mason mixes concrete and mortar,fill in the #13spaces. If a mason installs furnaces, fill in the#14 spaces. If a heavy equipmentoperator drives a bulldozer, fill inthe #15spaces.

Ona piparatesheet of paper, write a shortparagraph about thechart on the following page. 50 232 . . . , f * . . r 1 i 1 ,i .. 1 Fr r 1 4 ... , 1 1 b.. r -M1 h. . . b. r b. r I J Thirty (30) construction words are hidden in the word puzzleon page 53. See how many words you can find before you look at the word list on page 54. All of the hidden ;surds are written in the puzzle from left to right and from top to bottom. Six words are names of construction workers. minty -four words are construction tools and equipment.

After you have found all thirty words,use then to fill in the blanks below. Itrite the name of each construction workeron one of the broken lines. On the solid lines beneath each 'slacker's name, write the of four tools that worker uses. Use only the words you found the puzzle.

I...... 3. 5.

...... leibeleelMNOM 4. 6.

52 234 dr djonstructionWord Find

D R A FTIN-GPABLER F EP I PEBELBOWABRH LBDBLUEPR INTCCN EUEPENC I LWOOD-110 R E TTE E TTEE E E 11 T L B R ICKG tkIANET C RDSCREWDR IV E R E A 10GCHT TS FC INPCR C Z R A AORWUOBARTP I E A B M R OIS M AIK M E ARDLICWTEPCLMON NQEEENE AKWART( YMRURWLIISH I STE OP,ERATORVSOROAR ZPLURIBERX TEENRA

53 architect hammer backhoe mason blueprint mortar brick nail bulldozer operator cable pencil carpenter car sass Plumber cos)erete screwdriver switch drafting table tee elbow torch electrician trowel fuse mire grader wood * * * * * * * * * * * * * * * * * * * * * * * * * *

Write a paragraph about your favorite worker from the construction cluster.

54 236 Introduction to Communication

Workers in the cam unication and Media Cluster*ork to move facts, thoughts, and ideas filaiscumrplace to another. To ioats cans to send facts, thoughts, or ideas to someone else. In order for you to Communicate, someone else must receive, or get, the facts, thoughts or ideas that you

The easiest way to communicate is to talk.to talk to people who are near us.To talk to someone far away, we use the telephone. Another way to communicate with someone who is far away is to write a letter. In letters, we use written words to communicate our facts, thoughts, or feelings.

Books, newspapers and magasines use written words and pictures to communicate with many people.Another way to communicate facts, thoughts or ideas to a lot of people is a live performance. Playa, lectures, and circuses are live performances. Radio and television are other ways to communicate with many people.

The different things people use to communicate are called media. Books, magazines, movies, radio, and television are all media. We use these media, and many others in our daily communication with others.

ss 114 Communicate

TO communicate is to send facts, thoughts or feelings to someone else. People communicate with spoken words when they ialk to others face to face, over the telephone or in movies, television and radio shows.People communicate withrwritten words by writing letters, storiOse'airticles,and poems in books, magosines and newspapers. Posters, labels, signs, and billboards are other ways of cdmmatiicatimmg with written words.

Sometimes people coUnmicate without spoken or written lairds. Pictures can communicate facts, adughts, or feelings. Sirens.andl other alarms communicate with sound, but not with words.Gestures, or body :sots, can be used to communicate b feelings.

Read the groups of words below.Draw a circle around the groups of words that describe ways to communicate.

sending a telegram mailing a card

dusting the telephone washing your bands

writing on the chalkboard drawing a picture

closing a book raising your band

smiling at a friend calling your home

shrugging your shoulders baking a cake

jumping rope ringing a doorbell

5411 238 Media

Nadia is a ward we use whenwe talk about the things with which people conssinktate.Television and radio are media that are used to caamunicate facts,.thoughts* and feelings.Newspapers and magazines are also communication media.

Draw a circle fround the words below whichare kinds of comesmication media.

televisions borate filmstrips cars advertioements tape recordings newspapers desks radios magazines posters staplers corners movies records billboards poems ladders labels shoes instructions Marcia 'Krantz;Reporter

Marcia 'Wantswants a career in the Comunication and Media Cluster, Tofind out sore about jobs in the Comonicaticui and Media Cluster,Marcia got a joh anareporter on her high school newspaper.Although Marcia would not get. paid, she felt the eaperiteace-would be good for her. Marcia's first job was toftaweekly newspaper article about careers and workers.Guess which career cluster Marcia began first.That's right!Cossounicatiee. andIra.

Anyou read each ofMarcia's articles, ask yourself if this is the typeofsoft yofild like to do.

Is 24 () B-5Telephone Pneworker Telephone lineworkers work high in the air on telephone poles,!lbw connect the wires that .carry telephone communications,

69 241 LINE' HAVE HIGHTI" S By Marcia limits

t 5 A LouisGamesis "a telephone Louis learned to a lineworker. Because of lineworker in a training workerslike Louis, people can. program run bythe telephone usetelephones to communicate company. He had taken some over long distances. shopcourses in high school. Information is movedthrough Louis alsohadtaken courses telephone wires, so it's inoperatingheavy equipmiht important thatthe wires are atvocational school. These in good replar. experienceshelped him learn Torepalktelephone lines, theskillsheneeded to be a Louis' climbsto, thetops of lineworker. telephone poles. 'It's important fora lineworkerto al* feel . comfortable in' high places,* explained Louis. "Often lineworkers heed both hands to workon wires.VI wearspecialbelts which hold us inplaceon thepoles. When stormscauselinesto break, lineworkersgo out to fixthem. Wesometimes work atop poles in highwinds, rain, or snow.* Louis also connects new housesto telephone lines. No workswith a crew to set up poles which willholdthe lines. An auger, which works like a drill, makes ahole wherethetelephone pole will stand. A machineplaces the heavy polein the hole. When thepole is set, Louis climbs it to connect the wires. Sometimes he works in a utilitybucket hookedto the backof the truck. The bucket lifts him fromthe truck to the topof the pole. Working in a utility bucket is a safer way to work. (sin Linower!Lor sumo SI)

60 242 LINEWORKER

Louis uses many of the same the ground. Someone on the tools used by electricians ground hands tools and because, like electricians, materials to the worker on the Louisworks withwires. He pole. Lineworkerswear hard uses wire cutters to cut wires hats, steel-toed boots and and cables. Pliers are used heavy gloves to protect to hold wires in place while themselles. connections are made. Louis Lineworkers sometimeswork also uses comMon tools like in small placesbeneath the screwdrivers and hammers. Ale ground to connect underground. uses a jack phone, which can cables. Some crews work on be connected to any telephone barges, or flat boats, to work line, to communicate with his on underwatercables. When office. lineworkersarevery good at

/ For safety's . sake their jobs, they can become ) lineworkers usuallywork in foremen. Foremenhelp plan crews. Oneperson works high jobs and oversee work crews. in the air, the others work on

61 Stiffix "er"

Limmworkats connect wires to help telephone communications. We are goMbg to connect word parts to communicate with words.

A suffix is a syllable added to thepamd Of a ward toOhamal the meaning ofV*. word.rim suffix eery" *Mai deka to the. end of aword, maga "la pion cra thins the*doesatmettlis9."

work + morkax = a_Parema Ida Wks hold + er = holder = aishispi that holds hl n, 4E94

Look at the words Wafts. Dram a lime aromad each word which means "a person Wm" or "athins that."

linewoVcAr newer dear listener climber driver lifttr meet Melte assottiscee spt*er rafttr ilatter rhotorerher * * * ** * * * * * * * * * * * * ** * * * * * * * * * * * * *

In the word "worker,* *wort" is thereat word and wars As the suffix. rneach word below,dram aline 444441 bh4.rbOt lord and draw a circle arou40 the suffix.

WOrker photographer recorder reporter cleaner talker speaker helper lineworker liar sportscaster walker boar seller holder reader performer buyer climber fastener

244 Adding Suffix 'ter" ThereareSpacial ways to connect words, just as the are specii1 ways to coact telephone wires. When we add a suffix to a word which ends with final e, we drop the e before adding the suffix.

annotaneid + er = announcer

Add the "er" suffix to the words below.Write the new words onthelines beside the root words.

annouftedtasuriattizatte_... bake dome, bicycle juggle outside haiwdie, move write give 'TT ** wr * * * * * * * * * * * * * * * * * * * * * * * * * * ** *

Wen wm6446 a suffix to a word that ends withoa single vowel followedby iainoteonstnant, we repeat the consonant before ack649the. suffix

cut + er = cutter

Add the "or" suffix to the following words. Write the rfew words on the lines beside the root words.

cut pet strip pot

can quit knit run nap sit 63 Logical Validity Arl

Mead each paragraph. Draw a linethrough the sentence which doesnot belong in each paragraph.

Louis Comes is a telephone Louis works to install new lineworker.His job is to keep telephone poles and lines. An the telephone lines connected auger is used to drill the holes and in good repair.When a for the new poles. When the storm or an accident breaks pole is set into the ground, telephone wires, Louis *Kirks Louis climbs the pole to connect with a crew of men to fix the the lines. Sometimes Louis lilies. Louis' son, Tony, has uses a utility bucket when he a toy telephone. Sometimes works high on the pole. Once Louis must work in bad weather Louis rode in an airplane. to repair the tel lines.

Louis was trained by the Louis likes his job most telephone company. They taught of the time. He also likes to him the skills he needed to be water ski. He enjoys working a lineworker.The telephone outdoors in good weather. Louis company chose Louis because he really doesn't mind UT^ bad had taken shop courses in high weather too much. The hardest school. Louis had also taken part of Louis job is being some courses in electricity at . called on in the night, on vlocational school. One year, weekends, and holidays for Louis took a homemaking course. emergency repairs. The company knew that Louis would learn quickly because of the courses he had already taken. 64 24t3 Bo-5 Announcer

...=empasprimoteammarrta.rm.... This announcer is called a disc jockey.He plays records at radio station MORK. He also reads commercials for companies that advertise on WORK. 85 24y iiNCERS By Marcia Krantz

4 Radio and television announcerswork in radio and television studios. They use specialequipment and skills to communicate with theiraudiences. Because of thedifferent jobs that need to be done, there are different kinds of announcers. Phil Newton is a disc jockey at WORK radio station. He plays music for dr radio listeners. Phil listeningto his show. Phil decides which recordsor says that taking breaks and tapeshe canplay in the movingaround help him to time his show is Non the communicate in a friendly air." Betweenrecords or way. He an dothis when tapes, Phil reads the someone e is giving the commercials for companies news or he weather report. that advertiseon station WORK. Phil also "chats" Newscasters are announcers with his audiencebetween who broadcast the news musical pieces. He may talk reports. They read news tohisaudience about the items from scripts. record he's played, the Sometimesnewscasterswrite group or singer who scripts, and sometimes performed the music, or scripts are written for aboutsomething interesting them. that's going on in his Sportscasters are community. announcers who read news Phil works in a items aboutsports. They sound-proofbooth thathas keep their audiences all theequipmenthe needs informed about scores, tobroadcast his show. He sports players, and what uses a turntable to play sportsevents are going on. records, a tape player to Sometimes sportscasters work playtape recorded music and at a sportsevent, like a commercials. Phil talks baseball or a football game, into a microphone, to to describe what is broadcasthis voice over the happening. Sports fans can radio. Phil has tosound thenhear what is happening cheerful and interested, no without beingat the sports matter how hefeels inside. event. Part of his job is to keep his audience interested and Mt ANNOUNCER page 01)

66 24S ANNOUNCell Announcers learn their ekills in public When broadcasting schools. announcers workat On-tht-job television training teaches stations, they do themspecial requirements the same kinds of jobs that of radio their radioand television announcers do. They stations. Most read news and stations sports likt to hire college reports, and commercials; they graduates withcoursesor talk with famous experience people, and in public introduce speaking, drama, sports, or televisionshows. However, television announcers are :Announcers actually seen by sometimes their become famous in their audience. It is impectant towns. that They are often asked theydressnicely and toattend havea good appearance. parties, dinners, All or other public gatherings. announcers must be able to If speak you are a friendlyperson clearly, work withina who likes to time frame, and stay communicate- calm no with others, maybe matter whathappens in the studio. announcing is a job you would like. Prefixes "pre"and "re" Prefixes are syllables that are added to the beginnings of words to change their meanings. "Pre" is a prefix that means '"before; "re" is a prefix that means again.

pre + heat = preheat = heat before using re + tell = retell = tell again

Draw, a line around each word below which has a 're" or "'pre" prefix.

prefix prerecord reintroduce rewrite

rerecord print \rearrange real

press retape Person prince replay pregame rest pressed rear rent prearrange ready

Each of the words below is made from a root word and a prefix. Underline the root word in each word. Then write the meaning of each word on the line beside it. The first word has been done for you. preheat heatbefore pregame rerecord reintroduce replay rearrange prerecord prearrange retape rewrite

68 25(1 Prefixes "pre"and "re"

Write a word with the prefix 'pre"or 're on the blank in each sentence.The meanings, written below the blanks, will give you a clue to the correct word.

1. The audience loved thenew record, so the disc jockey it. (played agslia)

2. The newscaster didn't like hisscript, so he it. wrote again) - 4

3. Sharon will give the weatherreport at a time. (arranged Imikmvilandf

4. The disc jockey will his guest after the next commercial. (introduce again)

Bt. Carson's first guest is late,so he will the order of his show. (arrange again)

6. The sportscaster finished his show (before the gamei just as the baseball playersran onto the field. 7. The announcer madea mistake, so he the commercial. (taped again)

0. Before the show wenton the air, all of the commercials were (recorded before)

9. The film had been lost,so the whole Show had to be .

(recorded again)

10. Some of the performers couldSot be at the studio at air time, so their partswere agraded beforellanciU

69251 Classifying Announcer

The sentences below are about radio And tolsmisto4 announcers. Cam' the line in OSOkesiCe.itlantify which announcer the senteese.tells 141444i40.7..0 it the sentence talk* about a dime j00441, "V" for newscaster, and "S" for sportscaster. If thesentence, couldbe talking about all kinds of announcers, write "A" ash theline.

.1..1=. 1. Phil plays records andbared Musicatra nob station.

2. Howard started the preglaltelow at Springfield Sports Arena.

3. 4111.011MIRMIN..1. Cindy read the commercial for Spfringfield Dank Trust.

4. Fred stood beside theriver andtalked about the ) flood.

S. This worker uses a turdtibte.

6. Susan tries to speak clearly into the microphone.

7. Between records, Dave talked about music.

S. Be talked with the high school basketball coach when the g was over.

9.Marcia did a special report an crimeis Springfield.

10. Dia audience never knew that he had misread the script.

11. She was hired when she finished broadcasting school.

12. Be checked his hair one more time before going into the studio to talk to the Vice President. B-5 Photographer

This photographer is getting ready to take pictures. His camera is fastened to a tripod, so the camera will not move between shots.

71 25/ BESTUriAVALUBLE A PICTURE'SWORTH T WORDS Bi Marcia Krantz I metphotographerMiguel Garciaat the supermarket. No enjoy working with he wasn't doinghis weekly advertising," explained Mr. shopping. He Garcia. "It's was wonderful photographing food for to see a picture a I've special sale the supermarket taken printed in a was planning. Thepictures maglizine. I feel very proud would be in a special section tut somany peoptewiti see *ha picturgs of the local newspaper. I bake. lheb'.s talked with Mr. Garcia when he MIN I work so hard to 40 each finished takingpictures of picture the best I can." fish and seafood. mr. Garcia owns several "A lot of the work I do is cameras. They are used for 011040eraphing for companies who want to diflalentkinds advertise their products," of "shots." He, sets tht, explained Miguel. "They want Caftert hes USia, on a tei0041, their products photographed or. three- 1e9eedstand. The wellsopeople willwant to trifltd can be adjusted to buy them. I knowhowto WhetWer heighthe needs. The arrange items in attractive trifled holds the camera,so it grouts, how to use other items daelle't %elm between shots. litr. Garcia uses different callel "props" to make %las of picturesmore interesting, and film for different how to use light to make Ma- products look nicer." 'Ir. Garciais looking for port-time helper. Mr. Garciabeganwork as a Tf you've had some high school art photographer'shelper. He set classes upsceneryand props, carried andyou are interested in photography, see Mr. equipment, andmoved lights Garcia. into postion. He helped Thiswould be good experiencebefore develop pictures in the you goon to college or photography photograher's darkroom. He school. learned how to use the chemicals, how to "crop" or cut pictures tothecorrect size, and how to make photographs from negatives. After this experience, Mr. Garcia opened his own business. He photographed people and families. He once took all of the kids' pictures at our high scho91. His customers paid him forthe pictures he took. Antonyms

When photographers take pictures, they develop the film from the camera to make negatives. The negatives are a reverse, or opposite, picture of the model thit posed for the picture. ror- instance, kight areas on the model are dark areas on the negative. Words with opposite meanings are called antonyms.Draw a line from each word on the left to the antonym for that word in the right-hand column.

add together

apart adult arrive wide below warm

bend subtract child tiny

cool yours

damp above

empty more

float full gentle sink

huge straighten less depart mine dry narrow rough

Choose five words from the left hand column.On a separate sheet of paper write a sentence for each of the five words.Then write a sentence for each of the antonyms for the five words. 73 255 Synonyms

When the negatives have been developed, photographers use special paper and chemicals to make "prints' from the negatives. The prints look just like the model.Areas of light and dark on the print are the same as the model.

When two words have the same meaning, they are called synonyms. Snapshot and photograph are synonyms. Itley mean tI3 same.

Draw a circle around the word pairs below that are synonyms.

alike-same hand-foot

above-below below-under

man-woman happy-sad

allow-let weep-cry

finger-thumb laugh-sob

apart-separate bucket-pail

baggage-luggage useful-handy

swift- fast strike-hit

book-magazine dirt-soil

neat-ttdy- lovely-pretty

gift-present ear-hear

cellar-attic damp-moist

74 25t) Sequence

Mr. Garcia was hired to "shoot' pictures of babies for a baby food commercial.The story below tells about that job. Put the sentences'in order by writing the numbers 1-8 to show what order the story should bein.-)

Mr. Garcia told the mother where to put the baby in the 'nursery.'

1r. Garcia arrived at the studio early to set up the ,scenery and props. He made the studioAllok like a baby's nursery.

Before starting the session, Mr. Garcia put film in his camera and adjusted the lights.

Mr. Garcia's customer chose one of the pictures. egro.morEromape.

Be used two rolls of film taking pictures of the baby.

When the prints were ready, Mr. Garcia showed them to his customer.

Then he used special paper and chemicals to make the negatives into prints.

In his darkroom, Mr. Garcia used chemicals to develop the film into negatives.

75 257 13-s5 Journalist

Journalists collect facts to write stories or articles for nemmpapers, magazines, or television Shows. This journalist is typing the script h will read on the 6:00 news for T.V. stationUM. 25s 76 A NOSE FOR NEWS By Marcia Krantz Journalists like All Greer Television journalists work to communicate the news. report the news on television Theywork) to communicate news news programs. Their work is about their communities, 'their very much like other ',states, and thewhole world. journalists' excepttheyuse Journalists try to report news television cameras to film that is of interest tothe news reports. They send people in their communities. television crews into the .Ms. Greeris a reporter for community to film special the Springfield Sun. She events and happenings. They enjoys working on a daily work with strict time newspaper. "I really like the deadlines, too.. bustleof a daily newspaper," Journalists use notepads, Ms. Greer explained. "I like pencils, and tape recorders to the fast paceof getting the gather information. Some also facts, writingthe story, and use cameras to take pictures seeing it in print the next of news events. Theyuse day. I like the excitement of theirowncars toget from workingwithin deadlines. It location to location. makes medp thingswell the Journalists use typewriters to first time. If I don't get it type their stories or scripts. right the first time, there's Some journalists use computers notime to get my story into to store imformation. the paper. I work well when Most journalism careers there's lots of pressure." require a college education. Journalists write stories Awidevariety of experiences about things* happening in is helpful. Typing is a skill' their communities. They write needed by. all journalists. about government, education, If you like to communicate .crime, social events, and by writing, a career in anything that would interest journalism might be foryou. their readers. They meet many different kinds of people in different kinds of situations. Journalistsmust like dealing with people, because that's where a lot of news starts. Journalistsmay talkwith or interviewmanypeople to get facts for their stories. Proofreading

Proofreading is a job that all journalists do at one time or another.Proofreading is reading to find mistakes in spelling, punctuation, or capitalization.Sine journalists proofread their can material.Others have smieone else proofread fur titan.

Proofread the following article.Draw a circle around each mistake you find.On a separate &wet of paper, =Write the story, correcting the mistakes.

Lilac festival Rugs Success by Marcia Rriustz

it is estimated that ten thousand poeple came to the Lilac Festival in Springfield Park last sunday.the timing was perfect The lilacs were in fun bloom.Purp:e pink and white lilacs were seen all over the park.The beautiful spring whether added to the enjoyment'?

the highlight of the day was the crowning -of the Springfield lilac Queen and Iwitzcourt.-, lass Jane Freeman, a 16 year old high school student, wasi named Lilac queen for 1983She will be present at all city events throughout 1983.

8 Headlines

Titles of newspaper articles are called headlines.headlines are written to cczwanicate the actin idea of the storyin as few words; as possible.headlines are wriitten to wit the reader's attention.

On theleft-hand side ofyour page is a list of headlines. These headlines are written for popular .nursery rhymes and fairy t.ales.Draw a line from each headline to the fairy tale or nursery rhyme in the rieght hand column which that headline describes.

Slipper Fits Peter, Peter Pumpkin Rater

Lamb Gets Education Mary Bad a Little Lamb

f. Poison Apple Fells Princess Cinderella

Puppet Becomes Real Boy. Little, Mies 7/1affet

Witch Falls in Oven Pinocchio

Dorothy Returns From Rainbow &kneel & Crete'

Girl Frightened by Spider Snow White and the Seven Dwarfs

Wife Locked in Pumpkin Wizard of Oa

Zi Fact/Fantasy

.7cAtrnalists 'report the facts about what is going on intheir

con .t. Most reporters Uo not write fiction, or sake - believe stories. "Read each story below.Then tell whether the story is real or make-believe Waxy:king the correct cirdle beneath the story.

The heavy rains of The reporter left her office few week* caused the river to at noon, hoping to eat lunch flood.The water rose stem114, before going to her next assign- tearing out parts of the river ment. Maher way to the diner: banks.The muddy dater flowed she was stopped by three elves. into the business area of They wanted her to write a r.eport Springfield, flooding many stores. on the pot of gold hiddenin The water ruined' property worth their forest. millions of dollars. Oreal O real omake-believe make-believe

The Journalist typed notes I knew the call would be ,inioa conputer. His story was important when the phone rang that mhomn on a television screen at. night. It was station 116708 asking his desk.It was easy for his me to go downtown to *cover' a

to see hiS.Mistakes and correct .raging fire at a warehouse. The theist by typing on the computer. film crew had arrived and. was The dompnter made the journalist's taking pictures with the television job easier. camera when I parked my car. I Ord talked with severA onlookers, the fire chief, and two fire fighters. Onaake-believe I, bad all of the facts, I wrote the story. °real C) make -believe a 62 Performer

PerfoLersuse their skills i6 communicate by acting, singing, la dancingor playing a musical instrument. Some performers, like clowns, sake us laugh.

81 "TO OR NOT TO BE..."

By -Marcia Krantz

Performers communicate by Performers usemakeupand entertaining audiences in costume* to make them look theaters, movie studios, like thecharacters in their circuses, nightclubs, radio performfnce. Makeup and studios, recording studios, costumes help theaudience andotherplaces. Performers believe in the characters 'work on stages in frontof played by the actors. Actors live audiences when they whoperform in plays, movies, performin plays, circuses, or or televisionshows work with concerti!. Sometimes' scripts. Scripts tellthe performers work in frontof actorswhereandhow to move camera crews who film or tape onthe stage and what to say. performances. The filmor Beforeperforming, actors read tape is thanshownto an and memorize the scripts. audience at some other time. Props and scenery are used to Performers communicate make the stage seem like a information and feelings. real place. Actors usethe They try get the audience props and' the scenerywhen to feel happy, sad, or they act. excited. For instance, clowns Performersget training in tryto make theiraudiences many different ways. laugh; tightropewalkers want Musiciansand dancers usually their audiences to feel startwithgrouporprivate excited--evena little afraid. lessons at a very young age. Actorsplay the parts of other Schoolsof the performing arts people. Sometimes actors make aregood choices for learning ur happy. Sometimes they make the skills needed by

us sad. . But they always try performers. Many colleges to maketheiraudience feel offer courses in voice, dance, somethingabout the story they musicespeech, and acting. are performing. Musicians If you enjoy communicating communicate their feelings th;ough music, dance, or through music. Dancers acting, to be or not to be a communicatethroughmusic and performer is a question for body movements. you to answer.

BEST COPYAVAILABLE Scrambled Performers

Unscramble the words below which name kinds of performers., Then find the paiagraPh which tells about that performer and write the name of the correct performer on ate line above the paragraph.

oil tream nclow simainuc drecan

glujreg gnaiciam 1 grinse traco

These workers work in theaters, movie studios, and television' studios. They memorize the lines they must say when theyare an the stage. .They use make-up and costumes whenthey perform.

I work in a circus. I use heavy make-up and funny costumes. I do silly things to make the audience laugh.

These workers use make -up, music and microphonesto entertain their audiences. They use their voices to communicatefeelings.

83 265 I enjoy aovitp3 may bodyto mimf c. I can communicate with theaudiencevitlith theinssicIchams, the movements I make, and the coetumme I weer.

Hy job is very exalting. I work with dangerous animals in the circus. When I'm not performing, I care for 'my animals and tends them new tricks.

This Marker works with his body and many props. Be may use balls, fruit, plates, wooden pins, or other props.He tries to keep his props in the air.by throwing and catching them.

This worker amazes her audiences with her skill. She makes things appear and disappear. Some of the things she does seen impossible.She uses a lot of special props.

Iplay musicalinstruments. Sometimes I play with a group of people; sometimes I play alone. I like to play the guitar the best, but-I also know how to play the piano, the violin, and the trumpet. Performer Fill-In

Fill the blank in each of the followingsentences with the name of a kind of performe.

1. The memorized the lines in the script.

2. The pat on a big nose, a funny wig, and a floppy costume before doing into thering.

3. The listened to a lot of music before she chose a song to sing. 9

4. The put on 'special shoes that would make clicking noises whenhe danced.

5. The carried a Whistle anda whip into the cage with the lions.

4:.

6. The dropped one of the tennis balls but kept the other four in theair.

7. When the curtainwas Opened, the bad made the lady disappear.

85 26Y OutliningCommunication Review

Fill in the blanks in the problems below by remeOberinq as much as you can from the articles about each marker. Then akin or veld quickly each article to fill in the infocuntion you couldn't remember. Some lines have been filled in for you.

I. Linemorker A. Tasks 1. laoMmuMpINOIMM.110.. 2.

B. Tbols 1. 2. 3. 4.

Training

XI. Announcer A. Tasks

1. We/4Zedi-PAdee.,1,./4AWA; 2. B. Mewls 1. 2. 3.

C. Training

8. 268 III. Photographer A.Tasks 1. 2. 3.

C.Training (Mee arree

IV.Journalist A.Tasks 1.?eaffidt, ed 2.

B.Tools 1. 2. 3. C.Training

87 269 Perfumer A.Kinds of perforators 1. 2. 3. 4.

D.Tasks 1. 2. C.Tools 1- 1°}'64764 3. 4.

D.Training Career Story

On the lines below write a story about your favorite worker in the Ccemiunications and Media Career Cluster.Which career maid you like to have? Why would that career suit you?

89 271 Communications Word Find

Find the words listed below in the word search puzzleon the next page. Circle each word in the word search puzzle.The words are written from left to right and top to bottom only.

actor microphone

announcer musician

cable newscaster

camera newspaper

chemicals performer clown Photographer

costume props

darkroom reporter

deadline script

disc jockey sportscaster

film studio

jack phone telephoile

journalist tripod

lineworker typewriter

make-up utility bucket

When you've found all of.the words, look at the letters which are not circled. Write the uncircled letters which are not X'son the lines below. Write the letters in order as you find them in the puzzle. Start at the top left corner of the puzzle and readacross. SMICROPHONECLOWNX PCDUOMUS; CI AWN X O PI T T Y P E W RI TERPEX A 1 IEPORTEREWX TOCLNAMAKEURCTRSX STJ NCSMUXN I HEFCC COOTOKT AC T-0-RELCIAA AGCYUPUCXA,XXMEIUSAI SRKBNIIDTX1X0I PMTE TAEUCOICKBLECHEER EPYCENONXAXNAORRA RH-XK RE TR I PODLN-PSD FEXEDARKROOMSERCM IR E TJOURN"AL ISTOR4 LDNEWSPAPERXX I PI X MI.I NEWORKERILAXSPit COS TUMEDEADL INETX

at 91 273 B5 Pre Post Treatment

41, Date Control

Please Print

Name Last name First name Middle initial

School Town

Age Sex: Male Female

Readlng level Instrument

274 Part 1 - Matching

DIRECTIONS: In the columns below, there are terms and definitions a t work. Match each worker in Column A withanite satedin. Column B. On the line in front of eachworeer, write the letter of the answer you choose. There are more answers than questions, but there is only one best answer for each question.

SA S: Match the workers in Column A with the. tools in Column B.

Column A Column B

C 1.Dancer . A.Blackboard 02.Janitor B.groom D 3.Tailor' C.Costume D.Sewing Machine

275 BEST COPY AY Match the workers in ColumnA with the most useful kinds of school subjects inColumn B.

Column A:* Column

l. Disc Joc A. Art 2. Performer B. High school 6 collegedrama 3. Photograp C. Public broadcasting D. Shop courses in construction & equipment operation

Match the workers in ColumnA with the typis of work they do in Colusu B.

Column A Column B

4. Architect A. Designs 6 prepares plans 6 S. Heavy equip- drawings to show exact sizes ment operator & shapes of buildings 6. Plmber B. Dies 6 levels ditchesto prevent erosion C. Pours, smooths, 6 finishes concrete on curbs, house foundations, floors, sidewalks- & walls D. Replaces fittings

Math the workers in ColumnA with the work places in Column B.

Column A Column B

7. Electrician A. Darkrooms 8. Cement Mason B. Power plants; appliance 9. Journalist factories C. Publishing houses;newspaper, magazine, & adve-tising agencies 0. Streets 6 highways, dams, construction sites for homes 6 commercial buildings Match the workers in Column 'A with the skills needed in Column B.

Column A Column B

__10.Carpenter A.Climbing 11.Electrician B.Measuring accurately & cutting 12.Telephone Line angles exactly Worker C.Operating heavy equipment D.Understanding how circuits work

277 BEST COPY MAME Part II - Multiple Choice

DIRECTIONS: Each Inflation below has 4answer choices. Choose the itee-that-hest answers the question. On the line in front of each question, write the letter of the answer you choose.

II_1. The name of the worker who uses an easel on the job is A. Actor S. Artist C.'Nousekeeper D. Musician

27 BEST 'COPYAVAILABLE 13: Whichworker is IMO tlikely to use a ,typewriter on the job?

A. Architect B. Disc Jockey C. Journalist D. Telephone Line Worker

14. Which job requires the most formal education or traiqing?

A. Architect B. Disc Jockey C. Heavy Equipment Operator D. Plumber

15. Linda's parents wont insulation put in the attic of their house. Which worker should they call?

A. Carpenter . B. Cement Mason C. Electrician D. Photographer

16. Which job is part of the communication & media work cluster?

A.Architect B. Carpenter C. Performer D. Plumber

17. For which worker is speaking clearly onthe job the most important?

A. Cement Mason B. Disc Jockey C. Electrician D. Photographer 18. Which job is most likely to require training in a formal apprenticeship program?

A. Architect B. Journalist C. Performer D. Plusiber,.

19. Reggie 6 some friends want to ride their bicycles on an ,all-day sightseeing trip. One week before the trip, Reggie's bike breaks. He wanderswhether he should ask his friend Wanda to ,.chair himhowtofix hisbike 6 help him do it, or ifheshould have a repair person at the bike shop do it, for him. What is the least important thing for him to con- sider when he makes his decision?

A. His options 4 B. His own experience C. How much time fixing the bike will take D. Wanda's values

20. Betty's goal is to have a surprise birthday party for her friend Lily. She knows she needs to do the following things: act, check her progress, modify her goals if necessary, 6 plan. Jut she doesn't know the best order of doing these things. What order of doing things will be most helpfuJ to betty in preparing the party?

A. Act, check her progress, plan, modify her goal B. Check her progress, act, plan, modify her goal C. Modify her goal, check her progress, act, plan D. Plan, act, check her progress, modify her goal g.

2Mi Student Activities

28t .014953 usustai. Outcomes:Thi Option Game

-PEIVINISSION TO IL:PRODUCE THIS MATERIAL HAS BEEN GRANTED SY Directions s Decision Keking/Goal Attaining activity. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (EMI."

Materials: Included: Gass- board Directions Weeded= Coke

UAL O EDUCATION NATIONAL INSTITUT* Of EDUCATION (: A 110# At. HiSOUFICI NFORMAION CfHTIP (ERICA ? his 4hwut Ain NIS 111rePsociarsKI ti ett.rgi Itm, p1'z40, . 4111.0.1.11 ad.r 10 atom

Ow ars11,Iva t441,1 mft11.4 tv it/ameba Il tp.h}47if

Vf 1.414 1e Ws.7.1,1..1e311,S1 'Ms M4`1.1 ,a, °.! 42 e,r1g161.tr. kin

2:31 282 iiiiiii111.1111111111111111111111111 Heidi bet her 7..nch money on Jim to a& arm wrestling matc...

Benito watched TV all Saturday morning while he was babysitting.

-Thelma drank all the milk.

Samantha traveled alone by. train to 10 visit an aunt.

2111 4

lotte hplped Donna with Illschoolwork. -

rry traded his Gay fwled around shirt for in class comic"books. instead of paying attention.

2`o Outcomes:The Option game D[rgctions:

1. Flip a coin to move 1 or 2 spaces (heads.- 2, tails 1). 2. Read the situation in the numbered box and the outcome (listed on the other side of this page), and name as many options os you can

5. Advance the same number of spacet as options you can name, 4. The winner reaches #10 first.

5. Choose 3 outcomes and apply all 'decision making steps (listed bf!low) to reaCh decisions for each one.

DECISION MAKING STEP 00° I, What's-going on? What do you want? 2. Use resources to find out obstacles, helpers; and time needed. 3. Know options and a outcomes. 4. Know values. 5. Decide.

28i OUTCOMES

1, He had to stay In bed three days,

2. There `was noMickfor breakfast cereal,

3. She lost her lunch money.

4. The little kids drew on the walls.

5. His little brother's swing had to come down.

6. He missed baseball practice?

7. Charlotte missed the school bds. 8:She missed the test review. \ His mother was angry. 10. She got off at the wrong stop. COMMUNICATION at MEDIA

11. TODAYI5 WEATHER TMSDAW Nish

VirelniESDAY

1:-Z6r4Y. ilitIRSDAY DISC JO9KEY idltial .les oemh*Nt, odg CHOICE PERFORMER vatlable at cost \-/ a JOURNALIST

PNCITOGRAPHER

.10 288 2S A Bt-WKIA-2 Sweet, Sour,Swek

Directions:

1. Reid the steps in the A Decision Making/Goal Attaining Pathway and Mbuntain.

2. Read the story, and notice has Herb follows each step on the P.M.G.A.P.M.

a Materials:

Included: Decision Making/Goal Attaining Pathway and Mountain Story Pictures

Needed: .4. None

2 ,90 I 1

. .,.

.r.

..-

4.-

Know Values 111 , .....--.._ What's doing Know Option, ' on? and Vast do you Outcomes want? W_____ Obstacles Saipan; . g.

I I

le io .a.

... 2 293 _ 4

19'

"I: 0 w.* ' v ' .11 11 Nth .1( J * r 4' iv 1- itit9MV,t, 1 1-

f. b". 4. g-i^ VZh 41.1: 4`401' Herb started out with the $2.00 clutched tight'inAs hand. His

motherhad sent him to the store' for milk and bread. tie knew that his

mother tieeed the ui lk and bred .soon because Punch was' in one hour.

Herb walked town the street thinking Omit how nice-the day was with

the sunsiantn010MCOOrmbreeze blowing. ,

Semi Herb.0. fiO.'tlie,corivreHe couldn't cross the street.becosse there ins alin0111traffickAs to sts001,4tinge- 4,

$ $ t1't';

ever seen. 'perb nt inside the storcHe weit. r1t overto*a1g. . candybar..It looked evenbetterclose UP Herb suddenly Picked it

UP and took it to thetounter.

',^11Vio'li4t!ta.-11111;411,1, clikked.Perbi 0-` 'Well,* said the storekeeper, °that's a special candy bar, and its only $1.50.""

Herb handed him the $2.00 and got 50 cents change. The storekeeper

Put the large c a n d y bar into apaper ba g a n d Herb took it and left the store,

.Now the street was empty so. Herb crossed over to the grocery store,

He wentinsidiforThemilkand bread. Suddimlylkwbreallze.dhelmd

Spent the:money he needed to buy the.groceries. Idhy had he mode,sUch a hastydecision? He had decidedSO Quickly he hadn't even thought

cinetSat off tie --curb: were,ifilstattlailli

245- ,"' 7:77":144ft:41' He had to take some lunch home. Could evefyone eat the candy bar? No,

that was not a'III lunch. How could he get some money?

Herb always Liked to Oo the ricTht thing. Hevaluedbeing on- time

"-it 1 cmd 'helping his family. Now he would certainly disappoint his mother.

yek,...Allpflegbit.4:41..,-. ',...r%.;,,..s..7Wart:!,fr-kkOfel.:47,:g..'34-

#1114 hi Dicica".10rb.spid. "ScW. Dick. you dart ha e.`S1450,

Herb. I'm broke.:' "Thy do irou reedazor Herb toll Dick the whole' story of,howhe made thqterrible decision to buy the candy bar. He was hoping Dick would be a goodresource and #44114,11odie goat :puts:* heltohim: ouv =." am I going to do, Dick?"

Dick sold, Nell, you can always take the candy bar back andget go. Your moneyreturned."

"NM said Herb, "that won't work. I'd be too embarrassed."

"Sorry I can't help YOU Herb. I've sot to eat lunch now. So long."

As Herb sat there he thought dmutwhatDick had sunested. He

really would be too ecimrransed to: returnthe candybar. Besides. it

WaS so big and fancy he really did want to share- it at home. He tried

% to think of sane other OPtiMS. flaybe he could get lost.' No, he was

lams ImOney;s Wrb'staitedaskingthe shoppers If they needed

5. 296 alp. Some of them did. In Just 15 minutes Herb had earned 50 cents.

All of a sudden the store Manager came over to Herb.

"What are YOU doing, Young man?" heasked.

60h," said Herb, °Pm trying to earn some money to buy milk and bread for lunch."And then Herb told the manager the whole-story, tou.

Herb thought the managerwildbe angry at him. Instead the manager was helpful and understanding.

The store Rymer looked at Herb tild said, "That's a wise. decision

You made to earn the money. 1 can help YOU, WO. I need 3 boxes of cans stacked on the shelves. Would you do that.for me? I/11 pay you

50 cents."

Herb smiled and followed the= into the store. Soon the cans were stacked. Now he had $1.50. "Was that enough for milk and bread?

Herb added the prices-together: 99 cents for the holf.iallon of milk and 49 cents for a moll loaf of Dread. He had just enough. Now he could go home with the-milk and bread and a big candy bar for a special treat.

What. would his mother say?He would find out soon enough. But he thought everything would be okay because he did get what he was suPposed to.

;, 4 115 -DMGA -3 ; Goal Changes

Directiond: '

Use Decision Making/Goal Attaining activity.

Materials:

Included: Decision Making/Goal Attaining Pathway and Mountain Story Directions 21 Cards

Needed: None

dr-- 29 29 s . I./ Goal Changes

We modify, or change, our goals when we learn that our goals are

not challenging enough, or when something happens that makes our goal

too difficult to achieve, or *.en we change our minds about what we want.

Clara: Hey, Cleml Why are you'makilithat sign?

Clem: Well, I've set plenty of goals for myself. Sometimes after setting a goal, I find that reaching that goal will mean making too many sacrifices or that it's just impossible. When I set a goal that's too difficult, or if something happens that makes it impossible for me to reach that goal, or if I change my mind about it, I don't abandon my goal completely tut I do cluing", my goal. That's called goal modification. I'm making this sign to remind myself that it's OK to change my goals

Clara: You know, it happens to me the other way, too. I've set goals for myself and after working toareach them I realize I can achieve much more. The next step is to set a more challenging goal for myself.

Clem: So what's the word?

Clara: Modifyi

300 Tell everyone to bring a musical instrument to the party.

000

135 -DMGA

301 30z . .. - .,- GOAL . . Build model solar houses. 'Michael and Maria want to Start a dance club after learn to dance together. school.

4. WHAT HAPPENED?

They get very good at it. s . . C;) 144w%:,,,...11

Some good goal changes for . Michael and Maria would be to. 114 * :M

. 1-2.... cha cha cha 1 -2...cha cha cha A ; 4

. B5-DMGA-3 B5-DMGA-3 B5-DMGA-3

. .. GOAL

Win $20 at # dance contest. Become professional dancers. Elias wants to buy a good stereo for music at his party.

WHAT HAPPENED? I1:::13 He can't get enough money 4 to buy one. Some good goal changes for . Elias would be to... . t.

1-2 ; cha cha cha 1-2...cha cha cha r B5-DAGA-3 B5-DMA-3 B5 -DMA -3 304 30=1 .

DECISION MAKING/GOAL ATTAINING PROCESS

k AWhat's going on? What do you want?

3(1:) 3t) 4

Sell fish to make money so Eat a fish dinner alone. Cook her fishdinner for Grandpa can visit. her family.

a rPro.

IP; 4-11 N0 t

i0 85-DMGA-3 85-DMGA-3 85-DMGA-3 U 01

GOAL

Angelo wants to become a Sell solar construction panels Become an architect. V carpenter so that he.can build in a hardware store. solar-powered houses. X

BUT

'He must use a wheelchair all = of the time.

Angelo can modify his goal by

deciding to . II 301 B5-DMGA-3 115-10MGA-3 t 05-DMGA-3 4.11.11. GOAL

Sins in a Spanish musical Sharon's goal, was to learn a Learn to speak Spanish well. )ong inSpansh. group.

WHAT HAPPENED?

She became good friends with , a C Alma who taught her three ar tor r songs in Spanish. oft4 +aC Some good goal changes for Orgior" 0 N Sharon would be . . t0 _ rill C

B5-0MGA-3 r 115-DMGA-3 .86DMGA-3 .4- 4.1 GOAL 0 Sarrie wants to go fishing Go to Puerto Rico. U, with her grandpa so that they can eat a fish dinnertogether. ea X BUT In = Grandpa doesn't have money for 0 the train trip to Sarrie's 4, C.> 41:2 house and fishing spot. 0 IT'S Sarrie can change her goal by

YOUR deciding to . . . 4 303 CHOICE!

B5-0MGA-3 0 B5-DMGA-3 B5-DMGA-3 "GoalChanges"

The GOAL CHANGES suits are:

1. -Vane and dear 3 cards to each Payer.

2. Put remaining cards in a deck.

SECT:

Have the most GOAL CHANGES suits after all the cards areplayed.

PLAY:

1. To play a card, you must read aloud every card alreadyplayed on the

suit, and the card you play.

2. Start a suit with a GOAL card, and play as many cards of thesuit as

you can (or want to).

3. Pick enough cards from the deck to have 3 cards in your hand to start

your neat% turn.

4. Take a GOAL CHANGES suit by playing the 4th card of the suit.

Have cFun 05-DMGA.-4 Birthday Building

Directions: Read the story, and notice how Casey follows each step of the Decision MAking/Goal Attaining Pathway and Mountain.

Materials:

Included: Story Pictures

Needed: w None

1..4.. .110 313 312 BIRTHDAY BUILDING

...

314 "Casey, it's your birthday in

a few weeks. $HAT DO you WANT?"

asked her dad,irinning. Casey

secretly wanted a dbl!imuse, butshe ,

knew how expensive such a giftwould

.1 d ffford z ,LO be 101 Vie.

.,. one dolliitniselOrlers, Shebitt,lar

-; NOS C11108a Ca'r

t 4 1" ":"ter

-Lfte--0 .. )4.00,t4t.t./ some of mir sweet oototkovie.It 4

would bePAM 9reati°said Casey. "You've got lt,,,Ccseyik! Sod sold' moiling. - 40g r 4is 4 1,*.tlknothtCCISMY,' et-:IfOrit o dollhoine:Out we *set the

mcciey. 1mt if I tried to nice one.%Mot MBE, do I know Palo cal be BM= for me?"

Casey walked'to the library. Juca. the librarian, would know where

to findhelpfuOsources,

3 1a-- Reading, talking, and- seeing so -Rich helped Casey FIND OUT that

she'd hav to:Avercoine some OBSTAIIES. . She didn't have tools or similes

4- -towork with, -She knew she could count on her dad fortools. He and 4Jtonwere good rid to hovel $1u. How' mg was simp There were threereeks till Casey's *

lkWACitit COSebt-MMUITht. of tortq:- V.

a 1: some gummerofeach one. "I could build itmyself

ong 11"1 . have .tif borrau.tools.-4,.....!.4...... :.*.,....And/ I'd ..,...... ,44$e. W:17,7:' .: ."' *1'. fl -.... 4 'irt -T - ..r".51.1.. 4 fnw-liaeivbrd.the 4-t't-Ifould'zikii.Deld idElo Pi-'. ) .. ;;..WitilOs.tPOW+MY. mistakes.If l' know ,lf. thouiTh?I wonf.t...rt to. . .iiie toolsmuch.Another motion is to asked to make Um aillimuse as

birthday present.,1 won't that way, a learn'much though.° .4

*.;t4":4..."'':1:::;:e. 1.,1, i il..Casey -untkrstoodAhar ,4 .. fle r YALE,. would-Rake her .decisl ...... ,,,,.. -..i..1,-*1. . . . 4. -...., easier. oShe'yaliid working alone. to waited to learn front tear

experiences. She could even learn from her mittakes. Building this

house almost seemed like an adventure. "That settlesMNx6"--a"rr Casey, "I've DM= to build the house'myself."

Ni need to make a pm Tod9y get the lumber. also ask

Dad to show me how to use the tools 1-111 need. 1111 need to know how :14" =t0 forthem, too." In the next fewweeks,"Casey took ACTIN. The house was, underway.

She hod measuredand marked the wood clifuldply. She had sawed and fastened the parts of the house, Aftirrierwork, she vas always careful e to put her tools OMOY.

3. 317 Caiicts lip=her She wanted to be sure that the .7 ( use finis sturdy-old strorig.She ducked the sizes of everything to be sure that the dolls and furniture ild fit.Firkins,' Casey checked to see that she von workingas quickly cm; she had hoped.She did want to be on schedule.Casey soon noticed that her work was taking moretime than she NW expected,She would have to IFY, for fliK. Casey knew the best way to do this;..ruld be to finish the house16 six leeks r. *Instead of three. b4;'21r Mar her birthday finallyail; Cowl was proud to knot that she was working carefully atOroJectthat wild last for years,She knew %It

S.- 165-DPA -5 Claudette, Ronald, and Sylvia:The School Play

Directions: Readthestory, and notice how the people fellow each step of the Decision Making/ Goal Attaining Pathway and Mountain.

Materials: iy;kaluded: story Picture Needed: None

320 121 Claudette, Ronald, and Syllila:

The School Play

ti ! We wanted to put on 0 play at school. But we didn't know how to

'Sowe usedthree kindsof VOURCES: KM& Enkinglo and

Then, we wentlto a Profeesional play rehearsal. After the rehearsal wasover, we wentbaikstage. talked with the director, actors, and stage are. 0

We figured out the THE t21,31Ond itwouldwo take No months. Our only

OBSTACLE was that our school bad no stage. We hod to .figure out possible

ways around it. -44.4 *IY .a . . *, c ;fitwpid all tie .y;' II 4 ,o lot of timetravetling.

L 41, ;- . 45 ' A 4 VA! ww t, Allven.tmli .'4 .ei. hoMmoork to make for travel time

.oUt of class.

4,.

outside. But sumose it rained?We

knew the sound wouldn't carry as well

as it woutlipn a stage. We wanted to

feel as good about what we did as we

could.

3, 323 We VALUED free time after school, and not having to yell when we

Performed. We decided to put the play on in the lunchroom.*

First, we .11,2! where the stage would go. Then, we picked where

the audience mid sit. Nexl, we picked the kids who would have parts x.4 in the plays We chose the klde ft would plan and poke sets. We a, ro =*.444.,--

4. 32 Every now and then we took out a little timeto;HECK our PROGRESS.

Were the actors learning their parts quickly enough? Were the tickets selling?Hat did the stage Props and backdrops look?Would we have to

MODIFY our :II,. , in any way?By checking our progress, we knew that we wouldn't have to changeour-goals. We could put on a play in the school lunchr6om.

We reached ou la right on time. The playwasa big success.

Working hard had its reward. We had such a good time that we wrote this story to share our experiences with YOU. Do YOUthinkVou'llever put on a play?

4 -

3.?_ . ,If 135-1111GA-6 Curbside Mechanics

Directions

Mad t story, and notion has the googols follow the stasisof theDecision MakingigoaloAttaininglhathowy and lbountadn.

Materials: Included: Story Pictures Seeded Mane

329 CURBSI1E PECHMICS

3J0 Nita walked dorthe street and saw Reggie sittim on thecurb holding hi$1 t,41Hrl,,541.4.,c",:.: -1,,ItlIg.!.1.0111**(r "HI, Nita. I smititi get My bike fixed. I think the chain Is

busted, but I'm not even sure that's the problem,"

"Don't YOU know that pEoPLE are great RESOURCES? I'm very

experienced when it comes to fixing bikes,you know,"

"Hey, I never even thought of asking YOU to help. I've Just been

relying on mv ownEXELBIENX0which is not much. That is, ide other i 1_4

,;,. ,,, bikes and me hat th feel *-di t.That's how I flowed it-810A- 4,,,,.... :A, .. *4 .f... A r be the Chains's.. . .4

"There's also We could look at manualsover at the bike ...... ,, ., ,.. , ,. - ..,.. ilhlInhU .... ,sr.".- ...1 * ., i r ' 6 '''' 4,-1 i '-, :':; 2 .-: ''' '''l ''.*.Tv,.: v. <, ...,.., ...,;..4., c -, D 4 $ . a fkgigie walked toward home.He felt better.Talking with Nita had helped him.He had been Ole to an gIll that he had HELPERS like Nita

IF. IF and the workers at the bike am Nita we an experienced bike fixer.

"'"j workers at the bike ego 10 muds and swire Parts.He realized that one =ME wasthatlhe.d.never fixed Jbike before.He figured -blbricouldtA4

.1 - IN.; 44

T . ,4,15 , P 5 '11

.111k4. "If I fix theb1keSelfSvIlilotsofmistakes. 1'11 lea i/ of a lot, thought pit roe, I I;ouid tie it to repair the/1)!!ke t, , t 44- tf " ":'" f.-4-4 re* .-:;- Tt 1",T=4.7., : . --;;.4,1044-4.:30tic f! t4 44 jidt4. 10.74to, . NA )14,4 A' I. -:-*-0" s; 4 aa

r : - 332 *I t 114 4 .1

vv 1-1)- ;:ar , Iv ' Lip :y/ -,,, al- `. ..zatipareljayi

I II alma 4113111 Ia..* 111,

111114..

. '.i*, 11,

146.1-671°' ealloo-__41Edia 1.41. robs

1. * ^, '16e V**, -t 17 *at el.'44.4 ';tiaat. 440 tt. vv- - 4 ;f1Vtilft:41.nb.:4;I tit'A tt 1 *V Iten Regale and Nita got around to onReim le's decision, iv took the bike wart carefully, piece by piece.According to the mamas, ttoir observations, they knew they'd have to buy a new bike chain fro the repair StIOPFinally, they replcced.ihe bicycle chain.

aliNd 1 Pitlotior11124,fre : wiped het:grecis;h for trie lc t tine an the1101 of

let's check Tit, the.,.. A. PiCtilre,'1,In !et'sridethe bakeoverto the sha) and see how it feels, too."Reggiecild''.4119l90extA at epch stint.,grimed, then :lig* han. "That's a good job, partner. You know, we really enjoyed reaching our NAL, What do you say we build a bike from scratch?"

"Wow, good idea. We could scrounge UP used parts and work on the weekends," said Nita. "Starting next Saturday?"

"Starting next Saturda," laughed Reggie and Nita. "Nothing like a Nguio huhr

wit will keep YOU off the curbs!"

5. 335 Level .65 CONSTRUCTION

MASON t- i) addl Iona% les

331i 85--n A -7 Hoot! Hoot!Hooray!

Directions:

Read the story, and notice how Natalie follows the steps of the Decision Making/ Goal Attaining Pathway and Mountain.

Materials;

Included: Story Pictures

Weeded: None

338 339 Natalie'sIMISIC I Ming,"We want Natalie, we want Natalie. *

Natalie woke upl What art exciting dream! Why, it was the most wonderful dream she hod ever had, *MAPS GOINGON?" she thought. Then suddenly she knew!She wanted to work in thebroadcasting field.

3(11) A t

aT '

told per but other r to, .4* tAr experiences of other. AM. For hercam MIEMZ; she visited. ratio station. tqlked witha lot ofPeozikficauttheir '., qt of no. ,vF

final ie waited to FIND KT if she would have any unEs in her ww.`- .Fri her reading and Mr i. outwr.btimee# obstckii.:12

of 11. a\ 141' ° 4.- Aah ^ °

00.11 4,2 . ``," . z ' ' r 4 4v 1/tii / "

e°.&. -t- IJ -"It Ckt . Ts:-, so". 1 A * r 1* ". me e. 4 111, - 4f Id 'Norinsiii- Id all -"Iie0/1 thought.

44, :,4 4

iclon. o.21. d tern 42.E. at' about sourn14 al thous not

rultil Imt token .0

, a -1-11.

1/4;.wr r.lJ d m a lot rwritIno mid I wuldnit have to correct my liso.Mat do rreolly want to do," she wonc*redi

343 "Do I jit mart she .wandered. 9 know I value improving meltI also knot I volts is and ether peoplesCan these voiles fit togethet for me? she wandered.Natalie fell off to. sleeve

0 ot.

;.44at4:,

,;',o. 7*,

$. ..,, i**rni up,s-she catIcht dreams.But, she did )drzit she wilted to bej become a disc Jockeys 4°.:r , .

o JO, 4k. a I 4,3, 12' e *70:te-

° 11'4

4t 344 Natalie began to in She filled out forms to go to broadcasting schools and forms to get money for school. She also visited many schools, and she got a Job to save money, Natalie gum hr PROGRESS often. She checked to see if her 11SP was going away. She watched the mail to see what schools might accept

her.* She wondered if she

might have to modify her goal.

Natalie worked hard, and things went

well for her. SheREACHED,um fig& She

became a disc Jockey for radio station

WORT. Guess what she calls herself?

Natalie, the NUMOwl t BS-DMG0A-0 Think and Do--It's Up to You

Directiess

1. Read the 4 stories in B5 -DlA--5. 135-0MGA-61 and 115-0MGA-7.

2. Follow the directions to play a card game.

Materials:

Included: 4GAne boards 40 Playing cards

Needed: )35-0MGA-4 115-0MGA-5 85-0MGA-6 115-DMIGA-7

346 34'i

%6 DIRECTIONS

SET UP:

1. Choose and read one of thepal stories ( "Birthday Bull 9" "CurbsideMechNntisp" "Hoot! Hoot! Hooray!" S. .4plan). TWAme of the story you choosewill be the nave of the card suit youplay in this game. Keep the story to use assi referencewhile you play. Take one DecisionHiking/Goal Attaining Pathwky and- Nountain gimeMaid. Shuffle and deat 4 cards to eachplayer. Players put their 4 cards aside -up alongthe top edge of their gave Put the romiOing car& sign-side-upin a deck between the game MOWS, Nike a discardpile next to the deck, with all weds placed sign-side-up. .

3 - A

111114arill Resources

Xhow Options 4#0111111111104 and Fl id Out Ogt- Obstacles 0016603 Helpers L Rote Much Going Time On? What do you want?

'14 BIRTHDAY BUILDING BIRTHDAY BUILDING Measure and.oarkall wood carefully according to I want a doll house. scale drawing.

Saw and assemble house, parts.

Put tools away.

B5-DMGA-8 B5-DMGA-8

BIRTHDAY BUILDING

The Finished Doll House

B5-DMGA-8

,Cut out 3 cards on vertical and horizontal lines. Know Options and Out- come /Know Value.\ MODIFY GOAL CHECK OF NECESSARY) PROGRESS

ACT PLAN

35 . k 0 THE SCHOOL PLAY THE SCH04.PLAY

Rehearseregularly. We want to put on a play at school. Rig a stage: backdrops and props.

Do publicity and sell tickets.

85-MCA-8 85-0MGA-8

EIS-DMA-8

Cut out 3 cards on vertical and horizontal lines. vertical and horizontal lines. 1;04- Cut out 3 cards along ii5;)stl . _

.CHECK MODIFY PROGRESS GOAL orNECESSAleY)

11.5-1SIG -8 1135-1141G -8

Know Know Options Options and and. Out - Out come come

' . B5DMG -8

Cut out 3 cards alcing vertical and horizontal solid line;,.Fold double card along broken line. 356 'IIIRTHDAYBUILDING BIRTHDAY BUILDING

New Goal: Make a doll house Is all work going on in 6 weeks instead of 3. 'schedule?

Do dolls and furniture fit inside?

Is the doll house sturdy?

B5-DMGA-8 B5 -DCA -8

BIRTHDAY BUILDING

Options: Outcomes:

I could do it myself. I'll have to borrow tools and get scrap lumber from a ltsmber yard. It will take a long time.

. I could work with my father. We won't make too many mistakes. I won't get to use the tools much.

I could ask my father to It will be done very quickly. build it for me. I won't learn as much.

B5-DMGA-8

Cut out 3 cards on vertical and horizontal lines. Fold double card along broken line. 351 PLAN

115DPIGA-8 B5-11MGA-8

Use Resources

Find Out Obstacles Helpers I How Much Time

135-0,MGA-H Bs-DMA-0

,f;.Cut out 4 cards along vertical and horizontallines. 3 58 CURBSIDE MECHANICS CURBSIDE MECHANICS

I decide to work withMY kk my friend to help me. friend on the bike. Find a good place to work on the bike.

Gather-the tools and the manual.

B5- -8 B5- DNGA -8

CURBSIDE MECHANICS CURBSIDE MEC1:ANICS Resources: Reading - Look at bike manual I value taking care of my to find out name* and loca- own things. tiors of parts. Experience - Ride a new bike I value having fun while to find out some differences working. between it and your old like. People - Ask an experienced friend how much work it would take to fix your bike. Find Out: Obstacles- I have never fixed a bike before. Helpers- Experienced friend, workers at bike shop. Time Needed- One Saturday afternoon. 85-DMGA-8 85-DMGA-B

Cut out 4 cards on vertical and horizontal lines. ,* 35:J MT! MOT HOORAY ! HOOT! HOOT! HOORAY!

No need to modify goal. How much money have I Become a disc jockey. saved?

How is my lisp?

Have any schools accepted me?

85414GA-8 B5 -DMGA -8

HOOT!HOOT!HOORAY!

Options: Outcomes:

I could study to be a sound I'll have a useful skill. technician. I'll be known by a small group of people at work.

I could study to be a disc I'll have to correct my lisp. jockey. Lots of people will hear me and know who I am.

Icould become a script I'll"develop my writing wri ter. I won't have to correct my lisp.

BS -DMGA -8

Cut out 3 cards on vertical and horizontal lines. Fold double card along broken line. 36(1 HOOT! HOOT I HOORAY ! HOOT! HOOT! HOORAY!

Work at the school radio I want to work in the station. broadcasting field.

See the school speech therapist regularly for I year.

Offer to host debates at school.

85-DMGA-8 135 -DMGA -8

HOOT! HOOT! HOORAY!

Natalie the Night Owl Disc Jockey for NQRT

B5-DMGA-8

Cut out 3 cards on vertical and horizontal lines. 361 B5-DPIGA-8 B5-DPIGA-8

Use Resources

Know Values Find Out Obstacles Helpers How Much Time

BS -0146A-11 155-1101GA-B

et/C-Cut out 4 cards along vertical and horizontal lines. 364' HOOT! HOOT! HOORAY! HOOT! HOOT! HOORAY!

I decide to become a disc Fill nut applications for jockey. broadcasting schools and financial aid.

Visit schools.

Get a job and start saving money for school expenses.

85-DalGA-8 65 -DMGA -8

HOOT! HOOT! HOORAY! HOOT! HOOT! HOORAY! Resources: Reading - Read broadcsting I value self improvement. schall catalogs. Experience - Visit a radio Ivalue communicating with station. many people through music. People - Talk to people at radio station about their work.

Find Out: Obstacles - I have a lisp. Helpers - Speech therapist at school, workers at radio station. Time Needed - 1 year.

BS-DMGA-8 B5- DMGA -8

Cut out 4 cards on vertical and horizontal lines. 363 5 or CURBSIDE MECHANICS CURBSIDE MECHANICS

New Goal: Build a bicycle Does the bike look like from old parts. the diagram?

Does the chain fit properly?

How does the bike feel when I ride it?

BS-DMGA-8 135-DMGA-8

CURBSIDE MECHANICS

Options: Outcomes:

I could fix the bike myself. I'll make a lot of mistakes. I'll learn a lot.

I could take it to the bike It wild cost a lot of money. repair shop. I won't learn as much.

I could ask my friend to fix It will be fixed soon. it for me. I'll owe my friend a favor.

I could work on the bike We would have fun. together with my friend. I'll learn a lot.

B5- UMGA -8

Cut out 3 cards on vertical and horizontal lines. Fold double card along broken line. 36.1 CURBSIDE MECHANICS CURBSIDE MECHANICS

Take bike apart carefully. I want to get my old bicycle fixed. Buy a new bike chain from repair shop.

Replace chain on bicycle.

B5-DMGA-8 B5 -DMGA -8

CURBSIDE MECHANICS

The Fixed Bike

B5-DMGA-8

Cut out 3 cards on vertical and horizontdl lines. THE SCHOOL PLAY THE SCHOOL PLAY

No need to modify goal. Put Are people learning their on a Ow in school parts quickly enough? cafeteria. Are the tickets selling?

How do the stage props and backdrops look?

85-0141.1A-8 115-OMGA-8

. THE SCHOOL PLAY

Options: Outcomes:

We could use the stage at We'll all have to spend a another school. lot of time traveling. Our teacher will give extra homework to make up for traveling time out of class.

We could put the play on in The play won't look as pro- the cafeteria. fessional in the cafeteria. Fewer people can attend the play in the cafeteria.

We could put the plaron It might rain. outside The sound won't carry as well.

B5- DMGA. -8

Cut out 3 cards on vertical and horizontal lines. Fold double card along broken line. 366 THE SCHOOL PLAY THE SCHOOL PLAY

We decide to put the play Set a date for the play. on in the cafeteria. Decide when and where to e rehearse.

Find a play that most of us like.

85-0,4GA-8 B5- DMGA -8

THE SCHOOL PLAY

Resources: THE SCHOOL PLAY Reading - Read books about putting on plays. We value plenty of free time Experience - Go to a profes- after school. sional play rehearsal. People - Go, backstage after We value not having to yell the rehearsal and talk with our lines when we're director, actors, and stage performina. crew.

Find Out: Obstacles - Your school has no stage. Helpers - Ask other kids in school to help you put on a play Tt,Je Needed - 2 months before school ends. B5 -DMGA -8 85 -DMGA -8

Cut out 4 cards on vertical and horizontP1 lines. 36'/ BIRTHDAY BUILDING BIRTHDAY BUILDING

I decide to make the doll Draw to scale a design of house by myself. the house I want.

Ask for damaged and other scrap wood at the lumber yard.

Ask Dad to show me how to use and care for the tools he's lending me.

B5 -Dl l -8 85-DMGA-8

BIRTHDAY BUILDING BIRTHDAY BUILDING Resources: People - Ask librarian to show I value working alone. you how to find books on minuature house construction. I value learning from Reading, - Look at pictures of experience. model doll houses and floor plans. Experience - Go to a doll.house house museum for ideas.

Find Out: Obstacles - L have no tools or materials. Helpers - Librarian, father (has tools). Time Needed - 3 weeks.

B5-DMGA-8 B5-DMGA-8

Cut out 4 cards on vertical and norizontal lines. B5 -OMGA -8

OBJECT: Be the first player to place all of your suit cards on your Decision Making/Goal Attaining Pathway and Mountain game board.

PLAY:

1, Take turns to pick a card from the deck, from the discard pile (top cord only), or from another player's hand,and pay tt114'our game board, sign-side-down INN* 'pick and play as many cards as you can on your game re-You must pick at least one card and discard at least one card. 3. At the end of your turn, you mut4have 4 cat* that you cannot play.

Co 40 eNw Know Values 07v

369 Construction: Architectand SS,JIBR-1 HeavyEgifipment Operator

Directions: Read story.

Materials:

Included: Story Pictures. Needed: None Did you know that before your school WA built, its design was drawn by an architect?

My name is Leona Rodriguez, and I'm an architect. I use my ideas about how buildings should look to design schools, homes, and hospitals. Some architects work togiother, as a team. I work alone.

Architects must know about lighting

(electricity), hot and cold water (plumbing), and specially drawn plans for buildings (blueprints). Blueprints show where the lights go.' A blueprint also shows wheve doors and windows go, and the kinds of building materials to be used. Each blueprint takes into account the safety of the school, home, or hospital.

Architects sometimes find a builder, or contractor.The contractor carries out the plans in the blueprint. I work with the contractor who builds the school, home, or hospital I design. My job is to see that the contractor follows the plans in the blueprint.

While at the work site where the building is going on, i must wear a hard hat for safety reasons. Some other tools I use are pencils, rulers, blueprint paper, and a light table. I sometimes use models of homes, streets, and trees.

After high school I went to school for 6 mor years to become an architect. I use my schooling, my 'toolsk and my ideas to help in the building of safe and well-designed schools, homes, and hospitals. The more that I design, the more I learn and grow. Hi. I'm Angelo Jones. I also work in places where schools, homes, and hospitals will be built. I get the big jobs done. I clear the big trees and level the dirt with the road grader. I use the tall crane to swing up girders.

I work outdoors all day. It's dirty and noisy where I work, but I don't mind it. I like working with the mae:hines and the crews of people.

my job takes endurance. Endurance. is the ability to withstand hard work.

I'm not only a driver of heavy equipment, but I'm a mechanic, tool I can fix the equipment. I can tell by the sound what needs repair.

It takes time to learn about machines, engines; and construction, and to become a good heavy equipment operator. But when I pass by a school, home, or hospital I've helped build, I feel good. Apprentice Constructioi Workers: 115-3i1R-2 Cement Mason and Cftrpenters

Directions:

Read story.

Materials:

Included: Story Pictures Gls) AbS0410,4 Needed: Mons

:1)Sv Will Houston, Apprentice Mason and Amos, Barbara, and Chuck, The Carpentry Crew. Do you know what an apprentice is? An apprentice is someone who learns as she or he works. Sometimes an apprentice earns money. An apprentice always works with a tradesperson.% A tradesperson is someone who knows the trade.

An apprentice also attends classes. After shop classes in high school, I took mechanical drawing at vocational school.'I also took a masonry course. I liked it a lot.

Learning a trade this way can take 6 months. Or it may take 6 years. It depends on the type of work to be learned.

Will is any name. I am a cement mason. I learned my trade during a three-year apprenticeship program after high school. I mixed and worked with cement. I also learned to read blueprints. A blueprint has specificationsthat show what work to do and how to do it. Pd* example, if I have to build a foundation, the blueprints will tell me how deep to dig. Blueprints will also tell me how long, wide, and thick the wallsshould be.

I learned how to spread graveland to pour concrete. I smoothed and finished the concrete. Concrete is used for floors and sidewalks. It can also be used for curbs, walls, orbuilding foundations. i learned to patch ':racks and holes in cement,too. I was supervised while I learned.

I. My training was long. For the first year, I dug a lot of holes and ditches. I spread a lot of gravel. Later I learned other jobs. I leaned to use a screed to level cement. Other tools I learned to use were a curb edger, a cement mixer, and floats. Trowels helped me smooth out the cement. I also used plumb lines to build in straight, vertical lines. I used many common tools, too.These included chisels and mallets.

Now I work in the city for a building contractor. Other construction workers work for him, too. They include electricians, plumbers, carpenters, welders, and glaziers. We all work together.

At large sites, most of the time I am working with other masons. I like working outdoors. When weather is bad or cold, we don't work. But we work hard and long hours du;ing the warm months.That way we earn enough money to take care of ourselves all year round.

Here are Amos, Barbara, and Chuck. They have been on this work site since the start of the job.

2. I'm Amos. Chuck, Barbara, and I are three of the carpenters who work together on all parts of this building.We read blueprints and measure the wood that we work with We put up the beams and supports for buildings. We set up walls and roofs. Our Job is to construct all the wooden framework on a building. On some Jobe, we fill our framework right in by doing the insulation. We cut square corners, curves, and angles.

Wework with masons to build foundations. We also build framing fort, the pipes installed by plumbers.

Some of the tools we use are hand and pdwer saws, drills, hammers, nails, screws, screwdrivers, levels, and chalk lines.

All of my training was on-the-Job. Now I work with the person who taught me everything I know. Ours is a small business. Most of the carpentry work we do is outdoors. my partners and I move from town to town. We are mobile. We go up and down the coast. This way, we are able to get the business we need all year round.

3. I'm Barbara. I'did not learn carpentry the same way .Amos did. I took courses .in vocational school. I learned cabinet making, general construction, and masonry._ After vocational school, I had some on-

, the-job training with a building andoutdoor maintenance crew. Then I got a job for a general contractor. Our company works in this large city. There's always plenty of work. Some :laces we work in are factories, private homes, schools, and hospitals.

I'm Chuck. I learned carpentry in the trade union as an apprentice. I had 4 years-of classroom and on-the-job training. I once had a job in a school district. I was in charge of all the carpentryin /out buildings. Most of that work was indoors. The union protects me. It makes sure that Iget a fair amount of money for my work. It insures my health care.

One thing we carpenters do havein common is the tools we use. We measure with tapes. We use clamps and braces to hold things in place. PlanesOelp us mike rP a Smooth surface. We finish surfaces with sanders. We use many different kinds of saws. Try squares help us to mark out right angles. Right angles are very important in good conitructl.on. Levels tell us if we've placed wood on an even angle. The chalk lines mark the angles that we've leveled.

Would you like to build things out of wood? If you like the idea, get to know carpenters. Watch them work. Try out some Of the tools. Get some help to build something out of wood. Mike something you need or want. You may find carpentry a ,great way to make a living.

4., a) 95-.]&R-3 Construction:lqumbers and Electriciant

Directions: Read story.

Materials: Include* Story Pictures

Needed: None. RALPH GARCIA, ELECTRICIAN

and

GERALDINE HOSSIE, PLUMBER

and

VICTOR SMITH, APPRENTICEPLUMBER

3s 4

an electrician. My name is Ralph Garcia. I like my work, and I'm going to tell you about it.

In school, I took shop classes that helped me '_earn to work with my hands. I worXed with wood, plastic, metal and glass.

When I was 15, my father and 3 helpers built our house. They let me help with the electrical wiring, and I really liked it.

Then I took a high, school course .in drafting. I found out that math kb a part of

. electrical work. You have to be predise when it comes to yiring. If I mixed up the wiring in a building, I could cause a fire or electrical malfunction.

In other high school shop classes I learned how to use handiand power tools. I used saws, pliers, and wire cutters. I learned how to use wire splicers. I learned about ammeters. They measure the amount of electricity that moves through 'equipment.

There are many things to learn about electrical work. After high school, X went Co to.the community college. There I studied electricity. I learned hOw circuits work and haw to make them. I learned how to read electrical symbols and blueprints.

Now I work for an electrical firm. We design and install circuits.. When we do a job, we do our best. 4

1. 5 my name is Victor Smith. I sperit last yearAs an apprentice with a plumber named Geraldine. She had lot of training.

She took metal shop *re high school. Then she was in an apprenticeship program herself for 5.years. Next, she joined Na plumbers' union. (That's a'group of people who all work at plumbing. A union sets up rules for training. It decides what the apprentices should learn and how much they should be paid as they learn.- A union helps workers earn more money and get good health care.)

2. Back to Geraldine. Plumbers must be able to read blueprints, too. They have to know where the pipes and fixtures should be laid out. They also need to be accurate when they measure.

Well, Geraldine and I workdd on repair jobs. We tested for leaks in pipes, andwe patched some. When we connected

pipes, we welded or replaced fittings. (If the fittings have threads on the inside, they are called "female* fittings. Female fittings are attached to fittings with threads on the outside. These are called "male" fittings.)

Plumbing is logical, but it also takes skill. Not all the pipes used are copper water pipes. Geraldine and I worked on gas pipes too. Other pipes conduct steam and air. Pipes at an ice skating rink 'bonduct a liquid coolant.

3. 381 Plumbers wear hard hats when they work at construction sites. This is for their safety. When they weld with a torch, they wear welders' masks.- 14; Torch used to eut metal pipes is called a cutting torch;

The work plumbers do is dirty and wet. If a waste pipe breaks, the smell is bad. Plumbers often have to stoop in one place for hours. Geraldine is used to it. I got used to it, too, because a plumber's pay is good. 1 also like to work with my hands.

dater supply, heat, and waste disposal are all part of a plumber's job. That makes her or him an important person. Plumbers take care of people's needs.

4. kit .

ash BS -JR -4 Construction Show What You Know

Directions: Read the facts given and supply the facts asked for.

Materials:

Included: Fact board

Needed: None

3S' 38'1 OENVY ELECTRICIAN CARPENTER OPERATOR

A carpenter can bmi mme 2 tasksor skills and repair furnittir Electrician-performs and any wooden parts Name I skill dr task the job. of buildings. A a heavy equipment Carpeuter can read operator performs on blueprints andmeasure the job. accurately.

Name 2 training places Name a training place for a Heavy Equipment Name a trainingplace for an electrician. for a carpenter. Operator.

Name 3 pieces of equipment a Heavy Name 4 tools an Equipment Operator Electrician uses. might use. Name.6 tools a Carpenter uses.

Electric ans can work A Heavy Equipment Name "'places where a in ,bui s, trains operator can be found Carpenter might work. and ships, as well as power plants and working around dams. appliance factories. highways, and buildin sites of all kinds.

IS! C 0 N S

0 N

MASCO ATCRITECr. PLUMBER

ti tasks and skills Name 2 Lipka or skills Name 2 tasksior - Name 2 tanks or skills a Mason uses. skills an Architect performs on the a Plumber performs on the job. 4 '

An Architect must have training places either four years of /- College plus three Name 2 training places Name a training placeyears experience or finr a mason. years of college plus for a 'Plumber. xperience.

A Mason uses c ise718, mallets, plumb linps, Name 5 tools th..t A Plumber uses pipea, tools and equipmen floats and trowels, an Architect uses. plumber's wax, caulking, cewent mixers, cement copper wires, gas finishing machines, pipes, levels, welder's :straight edges, and masks, cutting torches, screed (2x4 boards) . and hard hats.

work places Name I place where an Name 3 places where a architect might work. Name 1 place where a Mason might work. plumber might work. 85-Ji41-5 Communication and Media

Directions:

Read, match, and in the blanks.

Materials Included: Text Pictures Needed:

None ..

39i 392 Communication And Media

Definitions:

1. communication the sending and receiving of messages. .40

2. media-- thetools a person may use to send messbges. (One tool Is

a Medium.)

3. source -- the beginning.

4. transmit to send.

5. receiver -- one who gets lessages.

Message

Transmitted

Source Receiver Pictured below are five kinds of media and five workers;decide

medium each worker depends on most.

disc jockey

journalist

telephone lineworker

photographer

TV actor

411 394 Were you able to match the workers upwith the correct media they 1. to communicate?

The dfsc Jockey usestheradio. 4 The Journalist uses the newspaper.

The telephone lineworker uses the telephone. The photographer uses , the camera. The TV actor uses the TV,

See If YOU con use the information from the firsttwo pages to answer the Questions on the next page. Look back at page one if you need help.

. ti QUESTIONS

1. When I talk, I Use my to transmit my message.

2. My.voice is the I use to transmit my message.

3. When I write a story, I use a to transmit my

messagv.

4. Written words are the I use to transmit my

message.

Photographers use pictures to help tell stories. Can you think of .ome examples where pictures help to tell stories? B5-J&R-6 Communication : 'Know.More---PayLess

Directions

Use communication andmedia workers activity.

Materials:

Included: Gams board Directions 25 Telephone cards 16 Job cards 24 'Professionals signs

Needed: Die Play money Paper clips Markers

397 398 WORK PLACE TRAINING TOOLS -Utility- SKILLS Telephone Line Worker performer ..performer performer performer 11

%.*

E LAG

- t

393 40 journalist journalidt Worker Line journalist . Telephone -Utility- TRAINING SKILLS PLACE WORK

O H

ONIXOVIT spavo

* fr.4 0 Pt re 0 O w #4- m t-a 0 * I

ROC SORV3

9NINIVHZ -AlTIT30- ,3sTP suowleTax purl iexiom Aelpof

Un- PROFESSIONAL PROFESS TONAL PROFESSIONAL PROFESSIONAL

PROFESSIONAL PROFESSIONAL P ROFESS IONAL PROFESS IONAL pscorEss TONAL PROFESSIONAL PROFESS TONAL PROFESS TONAL

PROFESS IONAL PROFESS TONAL PROFESSIONAL PROFESSIONAL

PROFESS TONAL PROFESSIONAL PROFESSIONAL PROFESS TONAL

PROFESSIONAL PROFESS IONAL PROFESSIONAL PROFESSIONAL

PROFESS TONAL PROFESSIONAL PROFESS TONAL PROFESSIONAL

PROFESS TONAL PROFESSIONAL PROFESSIONAL PROFESSIONAL

PROFESSIONAL PROFESSIONAL PROFESS TONAL PROFESS TONAL

41. PROFESSIONAL PROFESSIONAL PROFESSIONAL PROFESSIONAL

PROFESS TONAL PROFESSIONAL P ROFESNONAL P ROFESS TONAL

PROFESSIONAL PROFESSIONAL PROFESSIONAL PROFESSIONAL

PROFESS TONAL PROFESSIONAL PROFESSIONAL PROFESSIONAL

PROFESS IONAL PROFESSIONAL PROFESSIONAL PROFESSIO*;

PROFESS TONAL PROFESSIONAL P,OFESS TONAL PROFESSIONAL

40z Cut out cards on solid vertical and horizontal lines. .Fold cards along vertical dotted line, so that printing faces in.

Deduct $5.00 from 'your next telephone bill for every -- Lineworker's skill or task, yob climbing4 driving a truck; can name. repairing anti installing wires and cables; reading and Use this card once and then, following wiring diagrams return it to the pile.

135-J68-6

. Deduct $5.00 from your next telephone bill for every Lineworker's training place you can name. high school, college, vocational school, on-the-job Use this card once and then return ie to the pile.

B5-J61-6 special clothing (hard hats, Deduct $5.00 from yoUr next steel-toed boots, climbers, telephone bill for every safety belts, insulated gloves); Lineworker's tool you can 'MM. ckei wires and cables, wall tars, capacity meters, jack Use this card'once and then phones; hand tools (soldering return it to the pile. iron,knife,nails, hammersk pliers, screws, screwdrivers, wire cutters; bolts, braces, wrenches B5-J6R -6

Deduct $5.00 from your next telephone bill for every Lineworker's work place you can name. telephone polest'lines underground, usually outdoors , Use this card once and then return it to the pile.

85-J6R-6 ] g1>

.- You call an employment agency Pay $20.00 for telephone to hire a magician for your extension installation, friend's birthday party. PLy magician's fee of $75.00.

B5- J &R-6 85-J6R-6

A bill collector calls. You call the local radio station Fay $10.00 or miss 1 turn. to report that your dog is lost.

B5-6.718R-6 BE-J6R-6

IMistake on your telephone bill. You call the local radio station Pay $5.00 to request your favorite song.

B5-.1611-6 B5 -J&R -6

Your telephone deposit is beinc Aunt Sue calls to tell you she's returned. Collect $50.00. sending $10.00 for your birthday. N

Congratulations!

B5 -J &R -6 B5 -J &R-6 BANING CARDS BANKINGCARDS

i Mb. .BANKINGCARDS BANKING CARDS

BANKING CARDS BANKING CARDS

BANKING CARDS BANKING CARDS Cut out four cards on horizontal and vertical lines.

Work Plat:ft:1s: photography studios (dark Skills.,anAasks: ziooW*); magazine and taking and developing newspapei agencies; public pictures of people, places and private gatherings; and objects (cropping, publithing companies; touching up negatives) ; industries; print shops understanding and using artistic designs

135J&R--6 135-JigR-6

Tools: 41. Training Places: camera; film; tripod; High school developing chemicals; light College meter; lenses; lens filters:' On-the-j oh photographic paper; special Photography school developing lights; film canisters; timer; props and scenery (natural environ- ment)

85 -JAR -6 H5 -JAR -6

406 Photographer Photographer Skills and TasksWork Places

Photographer Photographer Tools Training Places

!." -ter

407 BANKING CARDS BANKING CARDS

BANKING CARDS BANKINGCARDS

4 BANKING CARDS

408 Cut out five cards on horizontal and vertical lines.

You call a friend on the A friend calls you on the telephone to talk. telephone to talk.

B5- J &R-6 B5-41111-6

Telephone wires are down. You are without service for 2 days. Deduct $5.00 from your next Mistakeon your telephonebill. telephone bill. .Collect$10.00.

You may keep this card. Return You maykeep this card. Return it when you use it.- it whenyou use it.

115-J&R-6.. B5 -J &R -6

Pay $10.00 to each player for long distance, collect telephone. calls.

B5 -1&R -6 Performer Journalist Work Places Skills and Tasks A

Performer Performer Tools Skills and Tasks

Performer Journalists Training Places Tools

410 Cut out six cards on horizontal and vertical lines.

Skills and Tasks:' 1 collecting information Work Places: (researching, interview- wherever there's an ing, observing); preparing audience; circus; theater 4tories for publication stage; TV studio; night (taking, notes, rewriting) clubs; movie studios

85 &R -6 85-J&R-6

Skills d Tasks: entert ing (dan Tools: singi lay g an make-up;;costumes; scripts; inst ,ti,- uggling); musical instruments; props imitating; and scenery; microphones gublia ipeaking L

144" H5 -J&R-6 B5 -J&R-6

4.1

Tools: typewriter; paper; pen Training Places: (pencil); resource and High school reference books College (dictionary, thesaurus, On-the-job encyclopedia); tape Drama school recorder

85-J&R-6 B5-J&R-6 411 ) Journalist ).ournalist. Training Places Work Places ddr

Disc Jockey Disc Jockey Skills and Tasks Tools ....

ar.

Disc Jockey Disc Jockey Training Places Work Places

412 Cut out /Our cards on horizontal and vertical lines.

photography studios (dark Skills and 'tasks: roOMs); magazine and taking and developing ntlyspaper agencies; public pictures of people, places and- :private gatherings; and objects (cropping, publishing companies; touching up negatives); industries; print shops understanding and using artistic designs

B5-Z&R-6 B5-J&R-6 ,

e Tools: Training Places: camera; film; tripod; High school developing chemicals; light College meter; lenses; lens filters; On-the-job photographic paper; special Photography school developing lights; film caisisters; timer; props and scenery (natural environ- ment) I S5 -JfiR-6 B5 -JsR -6

413 horizontal and verticallines. 711;X: Cut out eight cards on

Pay your telephone deposit: You call the local radio $50.00 station to report a news event.

115.-974114r6 55-J541-6

Pay $5.00 for an ad in the You sold your old stove -local newspaper. through your ad in the local newspaper. Collect $50.00.

B5 -JAR -6 135-J&R-6

Yd call to find out what's You call a local radio station playing at the movies. You like and win a contest. Collect it and decide to go. Pay $5.00. $50.00.

Congratulations!

/15 -.UR -6 B5 -JR -6

You call the local newspaper Pay the telephone bill: to report on a swriecial project $25.00. your organization is working on. Pat yourself on the back for being a good citizen.

85-316R-6 135-17aR-6

414 If you land on a Job Space thatno player owns, you may buy the Job Cord from the Bank.

What you pay for Job Cards:

If know this many tools, skills, training, or work Places, then YOU DOY: 0 $400 1 $300 2 $200 1 $100 0 $5

If you decide not to butt the Job Card, POY $25 rent to the Bank. .

If the Job Space YOU landon is owned by another player, YOUpay that player for Job services.

Fees for Job Services:

If YOU ownthis may Job Cards in aset, then you are paid: 1 $25 2 $50 $75 $100

You can subtrai t as much as $20 from what YOU pay for job services. For every tool, skill, training,or work place you name, subtract $5 from the set fee.

When yOu own all 4 Job Cards Ina set, You can buy Your Professional License.

Fees for Professional Services: 1 $150 2 $21A 3 $250 4 $300

Professional licenses cost $50 each. You can attach as many Licenses /.1as YOU want to each Job Cord and collect for Professional Services. How to Play

Communication Know More Pay Less B5 -414R -7 _Fact and Opinion

Directions:

Read and discuss.

Materials:

Included: Text Cartoon

Needed: None

418 1-*' ,41,0p.'14-4wo".

2114 14,4,04ft:44'

DO YOU KNOW THE DIFFERENCEBETWEEN-FACT1 AND OPINION?' ;11.1...-.,..., ,4' A FACT is & TRUE STATEMENT. _7.:!*iC:1?.4 %.- , An OPINION is whatsomeone THINKS or FEELS.about a.C., sonvething. -.,,,, -... , ....- , ..' ,-.t*t\1,1,- .. This article clipped fromSchooltime Nms:is-ful of facts. What people have to . 'say aboutwhatth, have read is mostly opinion ,, A .4,1:

. rAir Read each sentence in the newsarticle careful lye -Then read everythingthat peop,1"say.9boWthe

P%. . ssing tapes.,- 11-

Decidtwhich sentencesfare.factual,an

:6* 11; t..41( VV. 7i.777' S.

.4.

:44 %-s^ t e schooltime ew$ iket.:40.14

DANCING IITSIC TAKES A VALK. Hoy 19.Disco tapes were discovered.."74fi'r "kissing from Kr. Chan's 6th grade classroom. one: of. nine duty6th graders after achooll,..rtai..-who has been tang D.J. 4.74sours of tunes -on.f.ftmft tapes ,c,snie had enoughmuusicfor ea*' great .4 partying %time," says %Fete Win hell, another Ties sk the last 2f4D.X.!a ;to-, worition..% the tapes say that'. thektapes -veretAckeV: .uh_on Friday beforeixthey wantthoma. ,e The- class -'irriteleinS. reward:. -., If you haveigany14011190102. int concerning the whereabouts tapes =trace somenntv: in. t;ik,;;;ek

419 420 t

42j Who? When? What?Where? Why?

Directions:

Read and discuss the diffgrent styles of reporting information.

Materials:

Included: Text Pictures

423 422 r. iime----417 , tpDati inoA s, 1 46u11094 ,DA *au agofoIis4%,....414...i...

-..111,'

. 704r soogb 41 91449 Oh Zee*is 4 .4.rfoaitozo..osepoi

AS RS FLIPS the SIMI at at HEAD MET collision old. kid StreetsIwt Elm yearsaway A a 11c 15,OakIn ulder, of old, the Oct. eBrickes, ted cornerresultedyears bit m. R bruised p.for,12 ,Ott eyeSt motorists stiff circles .Roy a Stone's In with ofpassinging anything Bozo, .1 youths. b. two noticedtt attention Clarence the h, h mindthe barking rted res to aro wouldn'tthe old "I If r first wN0,.,_nips,"called turning, iniste Joh, tixit 85-J&R-9Communication and Media: Show What You Know

Directions:

Read the facts given and supply the facts asked for

Materials:

Included: Fact board

Needed; None

427 426 Name 1 task or skill Name I task or skil of a Photographer. a Performer.

A Disc Jockey gets training in Name 2 places where i high school, college, Performer might lea= broadcasting school, on the job. trade.

tA Performers uses make-up Inge 4 tools or pieces of Mime 3 tools or pieces of costumes, scripts, mosical equipment a Disc Jockey uses. equipment a Photographer uses. ainstruments, props, .scenery and microphones.

A Photographer works in------1111111111111.11.1 a photography studio (dark room). Name 1 place where a Name 3 'places where a Photographers may work at magazine a Disc Jockey might Performer might work. or newspaper agencies, atprivate and work. public gatherings, at publishing companies; and at 'Print shops. 0

R. U I A L a 5 t T

, Mane 2tasksor-skills of a Tasks--#ad Name 2 tasks ofa Telephone Lineworker. .11 of Journalist. Skills

A Journalist gets training in Name 1 place whore a Train's* high school, college, school Lineworker-gets training. a hsrfhis bf journal,ism, on the job. Places

A Telephone Lineworker uses Tools and Name I toola Journalist special clothing (hard hat, uses. steel toed shoes, climbers: safety belt, insulated gloves), Fiquipmea a truck, wires and cables, land

ools, and meters. 85-SA-1 Feelings Change

Directions:

1. Read the cards and the story.

2. Match the cards with underlined words in story. 14PPIC7

Materials:

47,%3$i Inc]ncluded:

5 Titled picture cards Needed: None 4ST#1P

4tio 431 THE DOG HOUSE

The day Shawn and his mother were going to start building the dog house, Shawn couldn't keep his mind on being in school. He often looked out the window to be sure it wasn't raining.

When he looked out the window and saw the sun still shining, he felt immatienijor school to be over so he and his mother could start working from the plans they'd made. He thought about how he loved doing things with her. Then he began to daydream about other projects they'd done together: planting the garde*. painting the kitchen, hanging the swing from a limb in the big old mulberry tree.

"...hanging out and pay attention, Shawn!"

"What?" asked Shawn.

"I said, I want you to stop just hanging out in this class and pay attention," the teacher told

"We were hanging a swing," Shawn began, still in his daydream. Everyone's laughter hushed him.

"Hangini)mmself is more like it," said the teacher, and everybody laughed even harder. Shawn felt very embarrassed and want more than ever not to be there. And so the rest of the day went.

When school was over, Shawn ran all the way home. The closer he got to home, the more excited he got. He hoped his mother would have all the tools ready to begin the dog house. He knew she was looking forward to it as much as he was. He let the back door slam behind him as he called, "Mom, I'm...."

The tables and chairs were gone; the shelves were empty. The wood for the dog house was gone too. Shawn knew it meant they'd be moving out of the house that night. He'd drive to another house, go to another school. There, he and Mbm would start all over -- another garden, another tree, maybe, for a swirly.

The only thing that was the same forihawnwas the anger he felt. It made him angry every time he had to leave everything so suddenly to move again where there were crops to be picked.

"Shawn," his mother said as she walked into the house. "Shawn, 4-nu have to....You look mad!"

"Mom," Shawn cried. "Oh, Mama! Why do we have to move again?" "Hush, now. You know it's the crops."

"But you said We'd stay here a while, and even get adog after we built

. the dog house."

"Weil.) do it at the new house."

"Shawn's father came in. He said, "There's no room for that I threw it out."

"That's not junkmoil* yelled Shawn. "We're going to build a dog house at the new house."

"Nomom," said his father. "I'm sorry."

Shawn felt so hurt he could onlywhisper, "No."Then he cried.

"Shawn, you have tojlimb the treeand untie the swing. We'll bring it along. And we'll find dore 'wood at the newhouse, build the dog house, and get a dog."His mother put her arm aroundhim

Shawn sat a while. Finally he got up and went outside. He slowly climbed the tree and began to untiethe swing. He remembered the day he put the swing up. He thought to himself, "This isexactly the way you feel each time you move. You never want to move. Most kids can hardly wait to go to a new place. They think it might be more fun. Maybe Mom and Dad and me make such good homes it's hard to leave. But maybe our next home will bejust as nice. It might be near a sawmill, where we canget wood for the dog house. Or maybe it will be near a stream where we can gofishing. I'll ask Dad about the new house."

Shawn climbed down from the treeand picked up his swing. He ran to the tar. He had a lot of questions to askhis father. vertical and fo:pidc. Cut out 1 card on horizontal lines. Cut out 2 cards on vertical and horizontal lines.

43b int) impatient

B5-SA-1 B5-SA-1 I"

Cut out 2 cards on verticaland horizontal lines.

437 438 D5-43A-2 In Other Words

Dire9tions:

Complete 5 rhymes.

Materials:

Included: Directions word lists Incomplete rhymes

Needed: None IN OTHER WORDS

Directions:

Look at the pictures on the next pageand read the

incomplete rhymes, Then choose a words, from the

lists below, to*comPleteoeachrhyme,

EMBARRASSED IMPATIENT

rattled edgy

confused fidgety ashamed restless

DREAMY ANGRY HURT spacer furious harmed unreal fiery upset wishful mad injured Last night I was angrywith Dad.

He said somethingthat made me.

When I am hurt, I get alarmed.

decause I don't like 'feeling

S Ice cream: I dreamed Iliad a dishful: 00 I spent themorning feeling

-4000' I spilled thepaints anddidn't

get blamed.

Butanyway, Ifelt

We walked two miles,

' Nip-v.11E-- Melissa wore wedgies, kisaia."She walked so slow,

I sure felt

442 B5 -SA -3 Spin and Act

Directions:

Use charade activity.

Materials:

Included: Directions Pictures

Heeded: Oak tag Paper fastener

444. 44,1 SPIN AND ACT DIRECTIONS

Preparation

Make a needle for the spinner below by cutting a long thin triangle from oak tag oriveavy construction paper.

Example:

Attach the broad end of the needle to the center of the spinner with a paper fastener.

To Play j

Players take turns-NSpin a word, without letting other player(s) see. Act out a story that describes the feeling shown by the spinner. .Each player gets one guess at which of the five feelings is being acted out. The player who guesses the correct answer gets one point and takes the next turn. If no player can guess the feeling correctly, the actor its two points and takes another turn.

The first player to get six ants wins the . B5-SA-41 An Island of Listeners

... Directions r Reed the play, and discUss it.the feelings described in

' 14aterialifi Included; Story Pictures

Needed: None

448 44'7 neland Of Listeners yDelo8ajosy trated By Elise Ross AAd"'

449 AN ISLAND OF LISTENERS

Once upon a time a 'group or veryhappy people lived on an island filled with beautiful sounds. All of the islanders, even.the oldest, loved to climb tall palm trees to hear the newspecial sounds -that only came to high places. The people loved to listen to theshells and birds and even the snails as they movedabout slowly sucking in water. They hugged the sands to hear the hum ofthe tides moving in,mov4gaway from their land.

Nobody had to work very hard' on Listener'sUlan They were not a needy people and besides, toomuch work would distract from the music they heard everywhere. Whenever someone finished doing something, eating a meal or tying a shoe,taking a swim, even sneezing kerchoo, they would simply be quiet andlisten. The islanders found so much to listen for and had solittle else to do that anyone passing that way would be see many islanders on thebeach just sitting or standing or lying down tolisten. Sometimes they heard many funny and interesting things andthey would smile at what they heard. They learned about the music of wind and waves and birds and rocks and snails. They learned about all of nature in a very enjoyable way, swaying backand forth to the rhythm of the whole island. This island home offered them food and shelterand wonderful sunsets. These were things that the island peopleloved to s are.

They fished and ate,together. They built their simple homes together.

They cared for each other very well. 4 i

p III i t o' One day the sound of boat engines filled the air and shook the

trees. The boat crews yelled loudly.` By the time the boats arrived

at the island all of the listeners hid gathered on the shore. They

looked and listened quietly, wondering what would happen. Sone,were

covering their ears. A loud voice called to them:

"Ahoy you bumpkinsi We've got plenty to teach. We've seen you folk idle right here on this beach. This island has no schools, no pencils, no pens. You poor, poor things, we'll help you. We're friends."

he listeners did not understand the loud voice and rough ways

of the others. These invading sailors walked through the island

making a terrible noise wherever they went.They frightened the

animals away.- This-saddened the islanders because they had always

listened to and learned from the animals and the very special stories

they told. This had been a good way for the islanders to learn.

They had no schools and their churches were the caves. They found

shelter under each tree. The invaders did not seem to understand

this. Noisily they had more and more to say about what the island

did NOT have.

This island has no money, no TV, no beef. Why, this island doesn't even have a tribtO, chief." "It doesn't make sense," said another to one. "These people live here with no pool hall for fun. Why are there no museums, no culture, no art? Let's build some cathedrals to give them a start."

Before you know it, they began to build on the island without even asking the calm and gentle listeners. Hammering, chiseling, and yelling instructions about what to do and just how to do it, they drowned out the sounds of the snails and the birds andthe sand.

This made the listeners unhappy. All of their music, their health, their learning and their wealth had always come from theair and the earth and the water and the sun and the wonderfulmusic they made. Now, bold, harsh sounds came through the trees andhurt their. gentle ears.

The islanders decided to have a private meeting. "I as finding it hard to listen, to think,* said one of theeldest. "I would like to move to another island quietly. I do not want to fight with these loud people."

The other listeners said nothing for a verylong time. They just felt. They felt sad about leaving. They felt good about being together. They felt hopeful and even adventurous. They listened.

The mollusks, the shells, the rocksreassured them. "There will be more of ussess," they seemed towhisper against thelapping of the waves on the shore.

The invaders did not notice the listeners building afleet of rafts very quietly. One night in the light of the moon theyboarded.

At dawn they arrived at another verybeautiful island. Its breezes whistled through.a new kind of tree and its sandstouched a different part of the sea. Its music was special and soft and justthe right kind of music to build shelters with, justthe right kind of music to care for others by, to learnfrom. 3